Harestock Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
214
AGES
5 - 11
GENDER
Mixed
TYPE
Community school
SCHOOL GUIDE RATING
unlock
UNLOCK

Can I Get My Child Into This School?

Enter a postcode to see where you live on the map
heatmap example
Sample Map Only
Very Likely
Likely
Less Likely

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
01962 847456

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
(28/06/2023)
Full Report - All Reports
56%
NATIONAL AVG. 60%
% pupils meeting the expected standard in reading, writing and mathematics



Unlock The Rest Of The Data Now
We've Helped 20 Million Parents
  • See All Official School Data
  • View Catchment Area Maps
  • Access 2024 League Tables
  • Read Real Parent Reviews
  • Unlock 2024 Star Ratings
  • Easily Choose Your #1 School
£19.95
Per month

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)
Bramshaw Close
Harestock
Harestock Primary School
Winchester
SO22 6LU
01962881575

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You have created a culture in which all children feel valued and cared for. Your ‘learning tree’ values, such as resilience, honesty, respect and tolerance, are embedded effectively into your curriculum. These help pupils by giving them the strategies to become more confident and effective learners. You have improved teaching by providing effective support for your staff. As a result, pupils across the school make good progress in their learning. Staff value the useful training they have received, which they believe has improved how they teach mathematics in particular. The curriculum provides an interesting range of learning opportunities. Pupils take pride in their work, because teachers encourage them to check and improve it. Leaders’ focus on improving writing across the curriculum has strengthened the quality of pupils’ work, particularly in key stage 2. Pupils are motivated by the engaging themes and are keen to learn. Their attitudes to learning are positive and behaviour is good. However, most-able pupils are not always sufficiently challenged in foundation subjects such as science, history and geography. Pupils’ development of subjectspecific skills is not consistent across the school, for example in developing pupils’ knowledge of a fair test in science or their understanding of different sources of evidence in history. You and your leaders have identified the need to strengthen the assessment of the wider curriculum to ensure that the progression in learning is clearer. The last inspection recognised the school’s many strengths, particularly the strong relationships between staff and pupils. It also identified a need for learning to move at a suitable pace and for pupils to be given work at the right level of difficulty. Another recommendation was for leaders to focus more precisely on the impact of their actions on pupils’ learning and to use assessment information more consistently to increase rates of progress for pupils with parents in the armed forces or who are eligible for free school meals. Leaders have addressed these areas effectively so that:  pupils are challenged more in lessons to move their learning on at a suitable pace  teachers now use assessment information more effectively to plan work that focuses on what pupils need to learn  the work of leaders focuses more on the impact it has on improving pupils’ progress and attainment  the progress of pupils with parents in the armed forces or who are eligible for free school meals is improving. You and your governors have an ambitious vision for ‘pupils to become confident and motivated; enabling all to reach their full potential as responsible citizens skilled for the 21st Century’. Your meticulous approach to identifying the school’s development priorities has ensured that new strategies have been implemented effectively. Teachers plan lessons effectively in mathematics to challenge and deepen pupils’ learning. The majority of pupils now make at least the rate of progress that the school expects. The proportion of pupils across the school attaining the expected standard in mathematics is increasing. You have correctly identified that disadvantaged pupils need to increase their progress further to help them catch up with their peers. The support you give to these pupils is more precisely focused on reducing their gaps in learning. You and your leaders now track the impact of interventions more rigorously and adjust them if they do not lead to rapid improvement. Your inclusion team has rigorously monitored the attendance of disadvantaged pupils, ensuring that they attend school more regularly. Safeguarding is effective. Safeguarding arrangements are highly effective. Leaders keep comprehensive records and carefully track any concern raised by staff. The designated safeguarding leader keeps detailed chronologies of evidence and takes swift action when pupils need help. Pupils feel safe and are happy in the school. Parents and carers are satisfied with how the school cares for their children. The school’s curriculum includes a range of different opportunities for pupils to learn how to keep themselves safe. For example, key stage 2 pupils made their own road safety films to help younger pupils understand how to stay safe on the road. Pupils also know how to use the internet safely. They behave well in lessons and around the school. Pupils are supervised carefully during breaks, when they play together sensibly and safely. Staff receive regular and useful training in safeguarding. They discuss pupils’ safety and the needs of vulnerable children so that staff remain vigilant. Leaders work effectively with external agencies to keep children safe. Governors monitor safeguarding arrangements robustly to ensure that the correct procedures are being followed. This includes an annual safeguarding audit and regular checks on the single central register. Inspection findings  During the inspection, we agreed to focus on the following areas: – how well leaders have improved teaching since the last inspection – how effectively leaders have ensured that disadvantaged pupils make the progress that they should – how well leaders have increased the progress that pupils make in mathematics – how well leaders provide a broad and balanced curriculum which helps to prepare pupils for their next steps in education and for life in modern Britain.  Teachers’ knowledge and skills have improved through high-quality training. This has improved their teaching, particularly in mathematics. Teachers use questioning to probe learning and check pupils’ understanding effectively. They model how to use different strategies well, which helps pupils to apply their knowledge more effectively in different contexts. Teaching is adapted to address gaps in pupils’ understanding and to provide additional challenge to move learning on. Teachers revisit the new vocabulary introduced in lessons to ensure that pupils know what it means. Learning support assistants are proactive in supporting pupils who need help to improve.  Leaders and governors monitor the progress of disadvantaged pupils rigorously. This enables them to identify quickly any pupil who is at risk of falling behind and take swift action to address this. The impact of support given to pupils is now tracked more closely and is accelerating their progress. Disadvantaged pupils participate well in lessons and produce high-quality work. Teachers provide additional support and challenge which moves pupils’ learning on more quickly. Pupils who have parents in the armed forces make good progress and attain well across the school. The progress of pupils entitled to free school meals is improving across the school. This is helping them to catch up with their peers.  Improved approaches to teaching led to a sharp rise in attainment in mathematics at the end of key stage 2 in 2017. However, leaders recognised that more work was needed to accelerate pupils’ progress in mathematics further. Your leaders, with support from the local authority, have effectively implemented a new teaching programme in mathematics. This has helped pupils to master mathematical skills in greater depth. As a result, progress and attainment in mathematics are improving across the school. Pupils reason well and provide clear explanations of their answers. Teachers plan more opportunities for pupils to apply their mathematical knowledge and practise their skills through problem solving. For example, pupils used their knowledge of equivalent fractions to solve problems.  The school’s values are embedded into the curriculum and make a strong contribution to pupils’ personal development and well-being. For example, one teacher developed pupils’ understanding of mindfulness through skilful questioning and discussion. The curriculum is also enriched through visits and themed days or weeks, such as European languages day or a visit to The Living Rainforest. Pupils enjoy these events, because they give them a practical context for their learning.  Spiritual, moral, social and cultural development opportunities are promoted effectively through the curriculum. For example, some pupils learned to develop thoughtful arguments as they debated the implications and impact of tourism in St Lucia. Pupils take on different responsibilities around the school, for instance as play leaders, school councillors and young interpreters. These roles help them to become better citizens and learners.  Pupils’ understanding of British values is also embedded across the curriculum. For example, the clear code of conduct ensures that pupils understand the school rules and behave well. The annual visit to the Houses of Parliament by Year 6 pupils gives them a better understanding of the rule of law and democracy. School values are also reinforced through assemblies which reward pupils who are displaying the value of the week. Pupils are well prepared for their next stage in education through transition visits to new classes or new schools.  Work in subjects such as science, history and geography is not routinely hard enough for the most able pupils. The progression and development of skills in these subjects are often not clear and assessment of them is in its early stages. Next steps for the school Leaders and those responsible for governance should ensure that:  the most able pupils are challenged more effectively in foundation subjects  assessment in the foundation subjects is developed further so that the progression in learning is more precise.

Harestock Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>76, "agree"=>23, "disagree"=>0, "strongly_disagree"=>2, "dont_know"=>0} UNLOCK Figures based on 66 responses up to 28-06-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>82, "agree"=>15, "disagree"=>2, "strongly_disagree"=>2, "dont_know"=>0} UNLOCK Figures based on 66 responses up to 28-06-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>58, "agree"=>36, "disagree"=>5, "strongly_disagree"=>2, "dont_know"=>0} UNLOCK Figures based on 66 responses up to 28-06-2023
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>70, "strongly_agree"=>8, "agree"=>12, "disagree"=>5, "strongly_disagree"=>0, "dont_know"=>6} UNLOCK Figures based on 66 responses up to 28-06-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>35, "agree"=>52, "disagree"=>11, "strongly_disagree"=>2, "dont_know"=>2} UNLOCK Figures based on 66 responses up to 28-06-2023
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>27, "strongly_agree"=>48, "agree"=>18, "disagree"=>3, "strongly_disagree"=>3, "dont_know"=>0} UNLOCK Figures based on 66 responses up to 28-06-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>75, "agree"=>13, "disagree"=>0, "strongly_disagree"=>13, "dont_know"=>0} UNLOCK Figures based on 10 responses up to 28-06-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>41, "agree"=>45, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>12} UNLOCK Figures based on 66 responses up to 28-06-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>71, "agree"=>27, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 66 responses up to 28-06-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>41, "agree"=>53, "disagree"=>3, "strongly_disagree"=>2, "dont_know"=>2} UNLOCK Figures based on 66 responses up to 28-06-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>48, "agree"=>45, "disagree"=>3, "strongly_disagree"=>0, "dont_know"=>3} UNLOCK Figures based on 66 responses up to 28-06-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>59, "agree"=>36, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>3} UNLOCK Figures based on 66 responses up to 28-06-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>53, "agree"=>41, "disagree"=>5, "strongly_disagree"=>2, "dont_know"=>0} UNLOCK Figures based on 66 responses up to 28-06-2023
Yes No {"yes"=>97, "no"=>3} UNLOCK Figures based on 66 responses up to 28-06-2023

Responses taken from Ofsted Parent View

Your rating:
Review guidelines
  • Do explain who you are and your relationship to the school e.g. ‘I am a parent…’
  • Do back up your opinion with examples or clear reasons but, remember, it’s your opinion not fact.
  • Don’t use bad or aggressive language.
  • Don't go in to detail about specific staff or pupils. Individual complaints should be directed to the school.
  • Do go to the relevant authority is you have concerns about a serious issue such as bullying, drug abuse or bad management.
Read the full review guidelines and where to find help if you have serious concerns about a school.
We respect your privacy and never share your email address with the reviewed school or any third parties. Please see our T&Cs and Privacy Policy for details of how we treat registered emails with TLC.


News, Photos and Open Days from Harestock Primary School

We are waiting for this school to upload information. Represent this school?
Register your details to add open days, photos and news.

Do you represent
Harestock Primary School?

Register to add photos, news and download your Certificate of Excellence 2023/24

*Official school administrator email addresses

(eg [email protected]). Details will be verified.

Questions? Email [email protected]

We're here to help your school to add information for parents.

Thank you for registering your details

A member of the School Guide team will verify your details within 2 working days and provide further detailed instructions for setting up your School Noticeboard.

For any questions please email [email protected]