Greenfield Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
608
AGES
4 - 11
GENDER
Mixed
TYPE
Community 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
0116 3056684

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
(11/07/2018)
Full Report - All Reports
62%
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)
Gwendoline Drive
Countesthorpe
Leicester
LE8 5SG
01162773584

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You, together with senior leaders and governors, identify the main priorities for improvement and work systematically towards them. The school is a vibrant place where pupils enjoy learning, verified by this typical parental comment, ‘The school is fantastic at engaging the pupils and creating interest and energy in learning.’ The pupils we spoke with during our visit told us about the varied and interesting topics, the trips to outside locations and their participation in productions and performances. They said they enjoy the sports, music and drama activities. Pupils told us how they play their part in the school community and how they develop respect and tolerance towards others. At the time of the previous inspection, leaders were asked to develop the role of subject leaders in understanding and improving pupils’ progress. Despite staff changes, you have developed this area well. Subject leaders who are new to their posts receive the appropriate level of support and training to do their jobs well. They are ambitious for pupils’ learning and are keen to ensure continued improvements in their subjects. They analyse information about pupils’ progress and work on ways to ensure that pupils, including the most able, reach their full potential. However, not all leaders yet check and improve the quality of teaching and learning. Also at the time of the previous inspection, leaders were asked to ensure that the most able pupils make good progress. You have made this a whole-school focus. In reading, writing and mathematics, staff help pupils to deepen their understanding and demonstrate what they know. They make sure pupils interpret what they read, develop complex writing styles and master mathematical concepts. As a result, the proportion of pupils working at greater depth, including disadvantaged pupils, is above average. You and school leaders have raised the profile of reading throughout the school. I saw some good examples of teachers checking pupils’ understanding of their reading and using extra resources to stimulate pupils’ responses and interest. During our visit, pupils read competently. They spoke enthusiastically about class stories and favourite authors. They said they receive regular extra help to improve their reading and they like the range of books on offer. In mathematics, leaders ensure that staff deepen pupils’ understanding of mathematical concepts. In the lessons I visited, pupils of varying abilities worked on a range of activities. The most able quickly got on with suitably challenging work. Teachers helped pupils to correct their mistakes and to explain their reasoning. There is some variation, however, in how well pupils recall number facts, which slows their ability to reach their answers quickly. One of your main priorities is to reduce any differences in performance between groups of pupils. Although you are aware that some still exist, you are successfully diminishing the differences. For example, much is being done to motivate boys to read and write enthusiastically, in order to ensure good progress in these subjects. You use external expertise to evaluate and strengthen leadership and provision for pupils who have special educational needs (SEN) and/or disabilities. You have improved the provision for disadvantaged pupils. You recognise that, while strong pastoral support for pupils benefits their personal development and well-being, some of the academic support has not previously led to strong enough progress. You now ensure that any extra help given to pupils accelerates their progress effectively. You are improving pupils’ attendance. You work well with families and provide incentives to encourage pupils to keenly attend school. However, to better evaluate the effectiveness of the school’s actions, there is room for greater analysis of the attendance and punctuality of specific groups of pupils. Safeguarding is effective. Leaders have ensured that all safeguarding arrangements are fit for purpose. You and designated leaders ensure that staff understand the school’s systems and know how to report concerns over pupils’ welfare. You provide relevant training and make sure that checks carried out on adults who work with pupils are thorough. You systematically record and follow up any child protection concerns. You understand the circumstances which make some pupils more vulnerable. You establish positive links with parents and carers and external agencies. You and staff promote pupils’ understanding of how to keep safe in various ways. Older pupils learn about national and international affairs which helps their understanding of the dangers of extremism. You have introduced ways to help pupils to keep safe from exploitation. You use visits to outside locations, such as Warning Zone, to enable pupils to weigh up risk and potential hazards. Pupils say they feel safe. When we asked pupils about bullying, they talked sensibly about the different forms bullying can take. They said they learn frequently about anti-bullying during lessons and assemblies. Inspection findings Leaders’ thorough evaluation of the curriculum has led to improvements in the teaching of reading and mathematics. As a result, the proportion of pupils at the expected standard and above by the end of Year 6 has increased from 2017. Leaders expect staff to consistently teach key reading skills and provide pupils with a rich variety of reading materials. Whole-school training sessions help staff to extend pupils’ skills, especially the most able. Staff use extra resources and interesting texts to instil a real enjoyment of reading. In mathematics, staff ensure that pupils use their knowledge and skills. However, some pupils’ progress is slowed because they do not know number facts well enough to quickly work out calculations and to solve problems. Leaders evaluate the extra support and teaching of disadvantaged pupils to ensure it has full effect on improving pupils’ achievement. Although some differences still exist, most disadvantaged pupils now make accelerated progress. Changes to the provision for pupils who have SEN and/or disabilities are leading to stronger progress than previously. Staff and leaders pay close attention to pupils’ needs and regularly check how well individual pupils are doing, personally and academically. Phonics standards in Year 1 have improved from 2017 and are in line with those seen nationally. Leaders have reorganised the way in which pupils learn about phonics. Staff undertake relevant training in order for them to teach phonics effectively. However, when leaders check the teaching of phonics, they do not evaluate whether the approaches used in the early years and in Year 1 are consistently effective. Senior leaders support middle and subject leaders effectively in their development, although there is some variation in how well some leaders check the quality of teaching and learning, including in phonics. Attendance is improving and the number of pupils who are absent frequently is reducing. However, leaders do not rigorously analyse the attendance of specific groups of pupils.

Greenfield Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>64, "agree"=>29, "disagree"=>6, "strongly_disagree"=>0, "dont_know"=>1} UNLOCK Figures based on 117 responses up to 01-07-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>66, "agree"=>22, "disagree"=>10, "strongly_disagree"=>1, "dont_know"=>1} UNLOCK Figures based on 117 responses up to 01-07-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>51, "agree"=>40, "disagree"=>6, "strongly_disagree"=>3, "dont_know"=>0} UNLOCK Figures based on 117 responses up to 01-07-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>58, "agree"=>26, "disagree"=>10, "strongly_disagree"=>3, "dont_know"=>3} UNLOCK Figures based on 117 responses up to 01-07-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>56, "agree"=>36, "disagree"=>7, "strongly_disagree"=>2, "dont_know"=>0} UNLOCK Figures based on 117 responses up to 01-07-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>51, "agree"=>35, "disagree"=>11, "strongly_disagree"=>2, "dont_know"=>1} UNLOCK Figures based on 117 responses up to 01-07-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>51, "agree"=>29, "disagree"=>15, "strongly_disagree"=>3, "dont_know"=>2} UNLOCK Figures based on 117 responses up to 01-07-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>39, "agree"=>25, "disagree"=>13, "strongly_disagree"=>9, "dont_know"=>14} UNLOCK Figures based on 117 responses up to 01-07-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>60, "agree"=>23, "disagree"=>9, "strongly_disagree"=>3, "dont_know"=>4} UNLOCK Figures based on 117 responses up to 01-07-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>49, "agree"=>26, "disagree"=>17, "strongly_disagree"=>7, "dont_know"=>1} UNLOCK Figures based on 117 responses up to 01-07-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>47, "agree"=>34, "disagree"=>14, "strongly_disagree"=>4, "dont_know"=>1} UNLOCK Figures based on 117 responses up to 01-07-2019
Yes No {"yes"=>83, "no"=>17} UNLOCK Figures based on 117 responses up to 01-07-2019

Responses taken from Ofsted Parent View

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