Hanley Swan St Gabriel's with St Mary's CofE Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
115
AGES
4 - 11
GENDER
Mixed
TYPE
Academy converter
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
01905 822700

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
(03/03/2020)
Full Report - All Reports
69%
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)
Welland Road
Hanley Swan
WR8 0EQ
01684310364

School Description

The school’s motto ‘Be all you can be!’ underpins all aspects of school life. School leaders and staff want every pupil to achieve their potential, regardless of their background. Pupils rise to these high expectations. Pupils enjoy learning with their friends. The school is a happy and close-knit community. Pupils feel safe in school because they trust their teachers to look after them. Pupils of all ages understand the school’s Christian values, which include compassion, kindness and perseverance. Pupils demonstrate these values in their positive behaviour in classrooms and around the school. At lunchtime, pupils eat and play together sensibly. All are valued in the school community. Pupils learn how to respect different religions, cultures and lifestyles. Pupils understand what bullying is and that it can take different forms, including cyberbullying. Bullying is rare, but when it does happen staff address it immediately. The majority of parents are very positive about all aspects of school life. They value the way that the school supports the wider development of their children. A parent commented, ‘My child bounces into school daily and is always excited about what he will be doing.’ What does the school do well and what does it need to do better? In subjects such as English and mathematics, leaders have planned carefully what pupils need to learn in each year group. As a result, teachers are clear about the order of learning and lessons build on what pupils have learned in the past. Teachers check thoroughly that pupils know and understand what has been taught. Pupils, including those who are disadvantaged, achieve well in these subjects. This is reflected in standards achieved in national tests, work completed in books and what pupils can remember. In some of the foundation subjects, including history and geography, this is not yet the case. Leaders have created curriculum plans and teachers are using them to plan lessons. However, the plans lack detail. Teachers are not clear about the specific knowledge and skills that pupils need to learn. Therefore, the curriculum is not well sequenced and connections are not made between areas of learning. Leaders are aware of this and have plans to resolve it. In the Reception class, children are settled and keen to learn. Activities build on what children already know. Children get excited about their learning, such as their involvement in meadow planting. The indoor learning environment is inviting and colourful. The outdoor learning environment is impressive. It is well resourced, inspiring and helps pupils learn. If children want to make music or build dens, it is the place to be. Adults care deeply about the well-being and education of the children. Staff work closely with parents throughout their child’s time in Reception. Parents value this. In many subjects, teachers know the subject content well. They explain ideas clearly using subject-specific language. Pupils are then confident using this same language to explain what they have learned. Teachers select work for pupils carefully. This helps all pupils to learn well, including those with special educational needs and/or disabilities (SEND). Pupils with SEND participate in all aspects of school life. Adults help pupils when they are struggling, but they do not do the work for them. From the very start, pupils develop their reading skills confidently. Staff have been well trained and teach phonics effectively. Leaders have introduced a new approach to teaching reading in key stage 2. This is already having a positive impact on pupils’ reading skills. A pupil said, ‘Reading takes you to exciting places and you can learn lots of new things.’ Staff organise a wide range of trips, special activities and after-school clubs. These range from visiting Cadbury World to looking after the school’s beehives. Pupils are proud of their link with Maweni Primary School in Tanzania. Leaders use this link to enrich the curriculum. The work of leaders and staff has broadened pupils’ experiences of life in modern Britain and the wider world. The school supports children looked after extremely well. They have been nominated for ‘The Pride of Malvern Hills Inclusion Award’ for their work with this group of pupils. Leaders are taking effective action to constantly improve the quality of education. Staff work well with leaders to continue to develop the school. Staff are quick to take up opportunities to improve their skills. This benefits pupils. Those responsible for governance support the school to provide the best possible education for its pupils. They make detailed checks on English, mathematics and religious education. However, their knowledge and understanding of other subjects is more limited.

Hanley Swan St Gabriel's with St Mary's CofE Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>69, "agree"=>24, "disagree"=>4, "strongly_disagree"=>2, "dont_know"=>2} UNLOCK Figures based on 51 responses up to 05-03-2020
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>76, "agree"=>20, "disagree"=>2, "strongly_disagree"=>2, "dont_know"=>0} UNLOCK Figures based on 51 responses up to 05-03-2020
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>61, "agree"=>31, "disagree"=>6, "strongly_disagree"=>0, "dont_know"=>2} UNLOCK Figures based on 51 responses up to 05-03-2020
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>57, "strongly_agree"=>18, "agree"=>12, "disagree"=>8, "strongly_disagree"=>2, "dont_know"=>4} UNLOCK Figures based on 51 responses up to 05-03-2020
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>59, "agree"=>33, "disagree"=>6, "strongly_disagree"=>2, "dont_know"=>0} UNLOCK Figures based on 51 responses up to 05-03-2020
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>24, "strongly_agree"=>41, "agree"=>14, "disagree"=>10, "strongly_disagree"=>10, "dont_know"=>2} UNLOCK Figures based on 51 responses up to 05-03-2020
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>63, "agree"=>13, "disagree"=>13, "strongly_disagree"=>13, "dont_know"=>0} UNLOCK Figures based on 10 responses up to 05-03-2020
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>65, "agree"=>27, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>6} UNLOCK Figures based on 51 responses up to 05-03-2020
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>61, "agree"=>33, "disagree"=>6, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 51 responses up to 05-03-2020
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>65, "agree"=>22, "disagree"=>8, "strongly_disagree"=>4, "dont_know"=>2} UNLOCK Figures based on 51 responses up to 05-03-2020
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>59, "agree"=>41, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 51 responses up to 05-03-2020
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>63, "agree"=>31, "disagree"=>2, "strongly_disagree"=>4, "dont_know"=>0} UNLOCK Figures based on 51 responses up to 05-03-2020
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>59, "agree"=>31, "disagree"=>8, "strongly_disagree"=>0, "dont_know"=>2} UNLOCK Figures based on 51 responses up to 05-03-2020
Yes No {"yes"=>84, "no"=>16} UNLOCK Figures based on 51 responses up to 05-03-2020

Responses taken from Ofsted Parent View

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