Gardners Lane Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
261
AGES
4 - 11
GENDER
Mixed
TYPE
Foundation school
SCHOOL GUIDE RATING
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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
01452 425407

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
(16/10/2018)
Full Report - All Reports
77%
NATIONAL AVG. 60%
% pupils meeting the expected standard in reading, writing and mathematics



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Progress Compared With All Other Schools

UNLOCK Well Below Average (About 9% of schools in England) Below Average (About 9% of schools in England) Average (About 67% of schools in England) Above Average (About 6% of schools in England) Well Above Average (About 9% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 9% of schools in England) Average (About 67% of schools in England) Above Average (About 6% of schools in England) Well Above Average (About 8% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 11% of schools in England) Average (About 59% of schools in England) Above Average (About 11% of schools in England) Well Above Average (About 9% of schools in England)
Gardners Lane
Swindon Road
Cheltenham
GL51 9JW
01242515761

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. The school has undergone some considerable building work to accommodate the increase in pupil numbers. There are 100 more pupils than at the time of the previous inspection. Despite the disruption caused by the school’s expansion, you and your team have been resolute in your focus on continued improvement. Your determined leadership ensures that pupils continue to achieve well academically. By the time they leave Gardners Lane, pupils are well prepared for the next stage in their education. Pupils catch up from their low starting points. By the end of Year 6, pupils’ progress sits in the top 5% of schools in reading, writing and mathematics, and current work in books shows that similar high standards are being maintained. Alongside your strong commitment to developing pupils’ academic ability, you are staunch in your drive to develop pupils’ personal qualities. All leaders have high expectations of the pupils. Your ‘community’ and ‘whole-child’ values underpin everyone’s attitude to learning. Pupils are confident and polite and take the school’s values very seriously. Pupils are respectful of adults and one another and work together well. Parents and carers praise the school’s work and value the approachability of staff. A much higher proportion of pupils than nationally are eligible for support provided by the pupil premium funding. These pupils increasingly make strong progress in reading, writing and mathematics to achieve at least in line with others nationally by the end of Year 6. While you accept that, for some, there is a seven-year journey to reach national expectations, you are not complacent. You and your team are continually reviewing the quality of teaching, so that more pupils make rapid progress across early years and key stage 1 to be ready for key stage 2. You have tackled the two issues from the previous inspection successfully. Pupils’ books show that spelling and grammar are accurate. Pupils’ attainment in writing improved at both key stages 1 and 2 last year. By the time pupils leave Year 6, they make strong progress, so that a greater proportion than the national average reach the expected standard. A similar picture exists in mathematics. Finely tuned teaching supports pupils’ acquisition of calculation skills well. You have identified that there is still a need to support pupils’ rapid recall of multiplication facts to problem solve efficiently. You have the right measures in place to tackle this. Safeguarding is effective. The school’s safeguarding policies and procedures are thorough and comply with the most recent government guidelines. Staff are recruited safely. During our visit, we questioned staff with different roles and experience about their understanding of the school’s procedures for safeguarding pupils. We checked to see whether they knew what to do should they be concerned about a child’s safety. Without exception, staff knew whom to go to if they had any concerns about a pupil. However, administration of records associated with safeguarding systems requires strengthening in some respects. Your team is currently in the process of addressing this. Your insightful knowledge of pupils and their families helps you to involve other agencies where any concerns arise. You are quick to escalate concerns where you feel you are not being listened to. There is a perceptibly nurturing atmosphere around the school. Pupils are well supported. Staff provide high-quality support for pupils who have social, emotional and behavioural needs, so that these pupils can engage and achieve. Previously high rates of exclusion have been eradicated. The personal, social and health curriculum develops pupils’ understanding of safeguarding risks well. They told inspectors that bullying is very rare, but that if they are sad or fall out with their friends, adults are quick to resolve issues. Pupils were knowledgeable about keeping safe on the internet. Inspection findings Firstly, we explored how effective the support was for pupils who are still struggling to read well by the end of key stage 1. Historically, too few children who leave early years unable to read and understand simple sentences catch up by the time they leave key stage 1. Leaders have tackled this issue with some success. You have raised the profile of reading through the introduction of daily reading time together, including class discussions about the text pupils read. In addition, there has been investment in books to supplement the schemes already used in school. Pupils told inspectors how they enjoyed reading and that they looked forward to the completion of the school’s new library. The proportion of pupils who reached the expected standard in reading by the end of key stage 1 increased in 2018 to be broadly in line with the national average. In addition to raising the profile of reading, pupils who struggle to read receive additional support, in small groups and one to one, to read with accuracy and understanding. Staff track pupils’ progress closely and match activities well so that pupils build on their accuracy and understanding when reading. However, on occasions, there is a mismatch between what pupils do in their additional groups and what they do in the classroom. When this occurs, pupils’ progress slows. Next, we looked at the quality of teaching and assessment in phonics in early years and key stage 1. Although increasing year on year, a smaller proportion of pupils than the national average meet the expected standard in the phonics screening check at the end of Year 1. Many children enter early years with limited vocabulary. Leaders work closely with Nursery to ensure that children are increasingly ‘school ready’. Teachers prioritise communication and language skills when children start school, with the extensive use of nursery rhymes and highquality interaction between staff and children. Teaching follows a planned progression of letters and sounds. The school uses a combination of phonics programmes and reading books. This leads to inconsistencies in teaching and does not help children to practise the letters and sounds that they have learned. There are occasions when pupils do not have the skills to decode the words in their books and lack strategies to blend letters. This reduces their fluency and understanding of what they are reading. However, early years teachers have had much success in engaging parents in workshops related to reading and phonics. These have been well received and have led to an increase in parents reading with their child at home. Leaders regard phonics and the development of early reading as a priority. They continue to ensure that time and resources are suitably allocated to support staff and their subject knowledge, to meet the needs of pupils effectively. Additional support for pupils in small-group and one-to-one sessions is carefully thought out and matches pupils’ needs.

Gardners Lane Primary School Parent Reviews



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