Garden Suburb Infant School
Catchment Area, Reviews and Key Information

Primary
PUPILS
241
AGES
4 - 7
GENDER
Mixed
TYPE
Community school
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
020 8359 2000

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
(12/07/2023)
Full Report - All Reports



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Childs Way
Hampstead Garden Suburb
London
NW11 6XU
02084558198

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You are clearly deeply committed to ensuring that the pupils at your school receive the best education possible, and lead the school with kindness and compassion. Together with a hard-working leadership team, you place the pupils at the heart of everything you do. You have an accurate understanding of what the school does well and where the school needs to improve. Senior leaders are effective and support teachers well in classrooms. This has led to pupils making strong progress in reading and writing. Currently, the school is correctly focused on improving the progress pupils make in mathematics. You and your staff have been seeking to develop pupils’ skills of reasoning and understanding in how to apply their knowledge in a variety of situations. Governors are committed to the school and offer you strong strategic support and significant challenge. Working together, you have ensured that pupils gain a secure grasp of the basic skills expected for their age. All leaders are united in their continued support to ensure that pupils receive the best education. Since the last inspection, there have been notable improvements in teaching and in the use of feedback to help pupils continue to improve their work. Here, you have ensured that pupils are well taught by teachers who are motivated to do their best. Teachers give pupils sound guidance on how to make their work better. This is proving helpful in ensuring that pupils, irrespective of their prior attainment, make good progress. Teachers’ feedback includes setting pupils a degree of challenge for them to extend their learning. This is proving successful, and increasing numbers of pupils are now achieving the higher standard in the end-of-key-stage tests, particularly in writing. Teaching assistants are effective in supporting pupils’ progress. They encourage pupils, particularly those who have special educational needs (SEN) and/or disabilities, not to give up on work they find hard, and help them to overcome difficulties. Safeguarding is effective. You, your leadership team and governors have ensured that safeguarding arrangements are fit for purpose and records are complete. All checks on the suitability of staff to work at the school are in place. Clear systems exist for staff to make referrals when concerns arise, and subsequent actions are followed up effectively. Leaders work well with families and external agencies to ensure that pupils receive well-targeted support when required. Staff training, including that related to the ‘Prevent’ duty, is up to date. Staff have a good knowledge of potential concerns within the local area. This increases their vigilance in spotting and reporting concerns about pupils’ well-being. The school has a very friendly atmosphere, and pupils appreciate this. I observed and chatted with pupils, including during lunchtime, and they were relaxed and happy. They told me that they feel very safe in school and that, on the rare occurrences where bullying has occurred, it gets sorted out quickly. They enjoy coming to school and told me that they find the staff helpful and respectful. This, in turn, helps pupils to behave well and to have positive attitudes about the school. Parents and carers appreciate the work that the school does to ensure that their children are happy and well taught. Many commented that the school is a truly caring place where you and your staff go above and beyond to ensure that an inclusive and welcoming atmosphere greets everyone. Because of this, pupils’ attendance is extremely strong. Inspection findings For the first line of enquiry, we agreed to look at key stage 1 pupils’ progress in mathematics, particularly for the school’s disadvantaged pupils. This is because, last year, standards for these pupils in mathematics were lower than in reading and writing. You have rightly identified this as a priority. The school has taken several important steps to improve mathematics. Teachers have received additional training and support from the local authority and the school’s subject leader. This has given them greater confidence in instilling pupils with a real love of working with number and practical work, from an early age. You have changed the way mathematics lessons are planned and taught so that teachers can easily spot when pupils may be struggling to grasp a new concept. Taking on board the latest advice, pupils are now encouraged to look at alternative ways to solve number problems. This frequently involves using practical apparatus, so they can gain a solid grasp of the reasoning involved and can apply their knowledge to new situations. The teaching of mathematics has shown significant improvement. During the inspection, I spoke to pupils who said how much they are enjoying this new focus on the subject. The subject leader is very effective in the way she keeps a check on the quality of teaching. As a result, standards are rising rapidly, and this subject is becoming a very strong aspect of the school’s curriculum. The second line of enquiry was to check whether most-able disadvantaged pupils are making good progress in writing. Again, you and your team have been quick to address this area, and have made effective use of pupil premium funding to develop this area further. Pupils are helped to improve their writing through small intervention groups for those who may be falling behind, along with close monitoring of the quality of teaching in this area. To support the pupils, your staff have developed useful practice in developing oral language skills as a precursor to writing. This has proved very effective, and standards are rising quickly. Staff are working hard to ensure that pupils of all abilities are taught systematically in a way that meets their needs. Finally, we looked at computing, history and geography at the school. Though in 2017 standards in science were above the national average in key stage 1, the school’s website said little about this and other subjects, and so I was keen to explore these areas of the curriculum. Since the implementation of changes to the national curriculum, leaders have developed the curriculum plan so that several subjects are brought together in themed groups to enable a better understanding for pupils. From speaking to pupils, who were keen to show me their work, I found that this creative approach to learning is proving very successful. Pupils achieve well across all areas of the curriculum. Pupils take pride in their work, which is often augmented with home-learning tasks. In some subjects, which are led by experienced staff, pupils are achieving well, such as in design technology, art and music. In other subjects, the work of the subject leaders is new and, although showing promise, is not yet as fully developed as it might be. Pupils understand how their subjects link together in topics. There was clear evidence that teachers can use pupils’ enthusiasm for additional enrichment activities, such as ‘wow’ events and curriculum visits to enrich the learning. Next steps for the school Leaders and those responsible for governance should ensure that: school leaders who are new to their role are well supported so that pupils achieve equally well in all subjects.

Garden Suburb Infant School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>72, "agree"=>26, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>2} UNLOCK Figures based on 53 responses up to 13-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>72, "agree"=>25, "disagree"=>4, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 53 responses up to 13-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>62, "agree"=>30, "disagree"=>4, "strongly_disagree"=>2, "dont_know"=>2} UNLOCK Figures based on 53 responses up to 13-07-2023
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>62, "strongly_agree"=>4, "agree"=>11, "disagree"=>6, "strongly_disagree"=>8, "dont_know"=>9} UNLOCK Figures based on 53 responses up to 13-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>64, "agree"=>34, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 53 responses up to 13-07-2023
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>23, "strongly_agree"=>40, "agree"=>26, "disagree"=>8, "strongly_disagree"=>4, "dont_know"=>0} UNLOCK Figures based on 53 responses up to 13-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>67, "agree"=>17, "disagree"=>0, "strongly_disagree"=>17, "dont_know"=>0} UNLOCK Figures based on 10 responses up to 13-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>38, "agree"=>51, "disagree"=>2, "strongly_disagree"=>2, "dont_know"=>8} UNLOCK Figures based on 53 responses up to 13-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>55, "agree"=>38, "disagree"=>6, "strongly_disagree"=>2, "dont_know"=>0} UNLOCK Figures based on 53 responses up to 13-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>51, "agree"=>40, "disagree"=>9, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 53 responses up to 13-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>58, "agree"=>38, "disagree"=>2, "strongly_disagree"=>2, "dont_know"=>0} UNLOCK Figures based on 53 responses up to 13-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>72, "agree"=>23, "disagree"=>2, "strongly_disagree"=>4, "dont_know"=>0} UNLOCK Figures based on 53 responses up to 13-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>53, "agree"=>42, "disagree"=>2, "strongly_disagree"=>4, "dont_know"=>0} UNLOCK Figures based on 53 responses up to 13-07-2023
Yes No {"yes"=>91, "no"=>9} UNLOCK Figures based on 53 responses up to 13-07-2023

Responses taken from Ofsted Parent View

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