Foley Infant School Academy
Catchment Area, Reviews and Key Information

Primary
PUPILS
171
AGES
3 - 7
GENDER
Mixed
TYPE
Academy converter
SCHOOL GUIDE RATING
Not Rated

Can I Get My Child Into This School?

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This pupil heat map shows where pupils currently attending the school live.
The concentration of pupils shows likelihood of admission based on distance criteria

Source: All attending pupils National School Census Data, ONS
01785 278593

This School Guide heat map has been plotted using official pupil data taken from the last School Census collected by the Department for Education. It is a visualisation of where pupils lived at the time of the annual School Census.

Our heat maps use groups of postcodes, not individual postcodes, and have naturally soft edges. All pupils are included in the mapping (i.e. children with siblings already at the school, high priority pupils and selective and/or religious admissions) but we may have removed statistical ‘outliers’ with more remote postcodes that do not reflect majority admissions.

For some schools, the heat map may be a useful indicator of the catchment area but our heat maps are not the same as catchment area maps. Catchment area maps, published by the school or local authority, are based on geographical admissions criteria and show actual cut-off distances and pre-defined catchment areas for a single admission year.

This information is provided as a guide only. The criteria in which schools use to allocate places in the event that they are oversubscribed can and do vary between schools and over time. These criteria can include distance from the school and sometimes specific catchment areas but can also include, amongst others, priority for siblings, children of a particular faith or specific feeder schools. Living in an area where children have previously attended a school does not guarantee admission to the school in future years. Always check with the school’s own admission authority for the current admission arrangements.

3 steps to help parents gather catchment information for a school:

  1. Look at our school catchment area guide for more information on heat maps. They give a useful indicator of the general areas that admit pupils to the school. This visualisation is based on all attending pupils present at the time of the annual School Census.
  2. Use the link to the Local Authority Contact (above) to find catchment area information based on a single admission year. This is very important if you are considering applying to a school.
  3. On each school page, use the link to visit the school website and find information on individual school admissions criteria. Geographical criteria are only applied after pupils have been admitted on higher priority criteria such as Looked After Children, SEN, siblings, etc.

How Does The School Perform?

Good
NATIONAL AVG. 2.09
Ofsted Inspection
(11/07/2023)
Full Report - All Reports



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Fairfield Drive
Kinver
Stourbridge
DY7 6EW
01384872382

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You and your staff provide pupils with a safe and welcoming learning environment. Adults know pupils well and it is clear that Foley Infant School is a caring community where staff nurture pupils as individuals. As a result, pupils are happy to come to school and enjoy learning. Parents are very positive about the school. Almost all of the parents and carers who responded to the Parent View survey say that their children are happy, well taught and make good progress. The overwhelming majority of parents would recommend the school to others. Comments from parents such as, ‘this school really cares about the individual children,’ and, ‘the staff are always very approachable and friendly’ are typical. You have successfully addressed the areas for improvement identified at the school’s previous inspection. Leaders were asked to close the gap between the attainment of most-able disadvantaged pupils and others in the school. You use pupil premium funding effectively to provide disadvantaged pupils with additional support to meet their individual needs in reading, writing and mathematics. As a result, the school’s assessment information shows that current disadvantaged pupils are making secure progress. In 2017, outcomes for the small number of disadvantaged pupils at the end of Year 2 were above those of other pupils in the school and others nationally. Strategies introduced to improve the attendance of disadvantaged pupils have been effective in reducing the overall absence of this group. The previous inspection report also asked leaders to ensure that boys achieve as well as girls in reading and writing. In response to this, staff plan topics that appeal equally to the interests of boys and girls. Leaders have purchased additional reading materials to encourage boys to read and individuals receive targeted support to ensure that they read regularly. As a result, the gap in attainment between boys and girls currently in the school is closing. In 2017, more boys than girls achieved the expected standard at the end of Year 2 in reading and writing. You make regular checks on the quality of teaching and use these to identify strengths and areas for improvement accurately. Teachers receive appropriate training to support them in implementing new approaches, for example in reasoning and problem-solving in mathematics. You have correctly identified the need for further professional development to ensure that teaching is consistently good and that the best practice in the school continues to be refined. Leaders and governors have an accurate understanding of the school’s performance. Improvement plans for different aspects of the school’s work identify the right priorities and actions. However, these plans do not contain clear and specific targets for improvement and leaders’ monitoring does not focus sufficiently on pupils’ progress. As a result, leaders and governors are not able to evaluate fully the effectiveness of their actions in improving pupils’ outcomes. Safeguarding is effective. Leaders and governors have ensured that safeguarding arrangements are fit for purpose. Regular training ensures that staff have appropriate knowledge of safeguarding and the action they should take if they have concerns about a pupil’s safety or welfare. When necessary, leaders refer concerns to other agencies and provide support for pupils and their families. Leaders reflect on their practice and adapt what they do in order to support a culture that keeps pupils safe, for example by refining processes for following up pupils’ absence. Pupils feel safe in school and say that they can speak to a trusted adult if they feel sad or worried. Although pupils are unsure about the difference between bullying and ‘falling out’, they are confident that adults resolve any issues quickly. Pupils know about how to keep themselves safe online and about other aspects of keeping safe, such as ‘stranger danger’. Staff and parents unanimously agree that pupils feel safe at school.

Foley Infant School Academy Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>54, "agree"=>37, "disagree"=>8, "strongly_disagree"=>0, "dont_know"=>1} UNLOCK Figures based on 79 responses up to 12-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>58, "agree"=>34, "disagree"=>4, "strongly_disagree"=>0, "dont_know"=>4} UNLOCK Figures based on 79 responses up to 12-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>39, "agree"=>43, "disagree"=>8, "strongly_disagree"=>5, "dont_know"=>5} UNLOCK Figures based on 79 responses up to 12-07-2023
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>77, "strongly_agree"=>3, "agree"=>6, "disagree"=>5, "strongly_disagree"=>4, "dont_know"=>5} UNLOCK Figures based on 79 responses up to 12-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>13, "agree"=>41, "disagree"=>34, "strongly_disagree"=>13, "dont_know"=>0} UNLOCK Figures based on 79 responses up to 12-07-2023
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>29, "strongly_agree"=>25, "agree"=>24, "disagree"=>10, "strongly_disagree"=>10, "dont_know"=>1} UNLOCK Figures based on 79 responses up to 12-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>21, "agree"=>14, "disagree"=>29, "strongly_disagree"=>36, "dont_know"=>0} UNLOCK Figures based on 14 responses up to 12-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>33, "agree"=>43, "disagree"=>8, "strongly_disagree"=>6, "dont_know"=>10} UNLOCK Figures based on 79 responses up to 12-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>37, "agree"=>48, "disagree"=>6, "strongly_disagree"=>4, "dont_know"=>5} UNLOCK Figures based on 79 responses up to 12-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>19, "agree"=>59, "disagree"=>13, "strongly_disagree"=>9, "dont_know"=>0} UNLOCK Figures based on 79 responses up to 12-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>27, "agree"=>52, "disagree"=>5, "strongly_disagree"=>3, "dont_know"=>14} UNLOCK Figures based on 79 responses up to 12-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>15, "agree"=>41, "disagree"=>28, "strongly_disagree"=>8, "dont_know"=>9} UNLOCK Figures based on 79 responses up to 12-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>22, "agree"=>47, "disagree"=>13, "strongly_disagree"=>10, "dont_know"=>9} UNLOCK Figures based on 79 responses up to 12-07-2023
Yes No {"yes"=>78, "no"=>22} UNLOCK Figures based on 79 responses up to 12-07-2023

Responses taken from Ofsted Parent View

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