Kyson Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
405
AGES
3 - 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
0345 600 0981

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
(06/11/2018)
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)
Peterhouse Crescent
Woodbridge
IP12 4HX
01394384481

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You, your leadership team and governors have an accurate view of the school and provide clear direction and effective improvement planning. You have high expectations and this provides a strong sense of purpose which motivates staff and pupils to achieve well. Parents and staff alike recognise the good quality of leadership in your school. You and your staff have created a welcoming school where all pupils’ academic and personal development is equally important. Your staff know pupils and their families well. This, together with the high priority given to supporting pupils’ personal development and welfare, continues to be a key strength of your school. Parents are overwhelmingly positive and expressed appreciation for the support given to their children, particularly those with special educational needs and/or disabilities. You have maintained the many strengths identified during the previous Ofsted inspection. You continue to ensure that a broad topic-based curriculum keeps your pupils interested. For example, pupils talked with excitement about their history days focused on the period they are studying. Music was cited in the previous inspection report as a great strength and continues to be so, with a high proportion of pupils learning a musical instrument. Pupils talk enthusiastically about trips, including a residential outdoor pursuits trip. They participate in an extremely wide range of sports and clubs, including archery and pop-up art. Pupils are polite and well mannered. They take great pride in contributing to the school community and exercising democratic choices. Some pupils talked about their responsibilities as school councillors, digital leaders, road safety leaders and sports councillors. Pupils express their views confidently. Their attitudes to learning are highly positive. This can be seen in their willingness to work together and in the good quality of presentation in books. The quality of handwriting is very high across the school. You, your leaders and governors have acted decisively to address the areas for improvement cited in the previous inspection report. Targets set for staff are now closely linked to the development needs of the school. Your senior leaders regularly monitor the performance of teaching staff and offer good support and training to ensure that there is continual improvement. Staff value the quality of the support and training they receive. Governors hold senior leaders to account through wellplanned, regular visits to the school. Governors have found resources to equip the outdoor area of the early years to a high standard. It now fully complements the learning planned by staff indoors and is very well used by staff and children. Your early years leader has ensured that the environment is safe, stimulating and versatile. Safeguarding is effective. You ensure that safeguarding arrangements are fit for purpose. As the safeguarding leader, you place a high priority on keeping pupils safe and ensuring that staff are vigilant at all times. You check that records are detailed and accurate. All staff, governors and volunteers receive regular training and information updates and know how to alert leaders to any concerns that they have. Visitors are provided with the necessary information should they have a concern. You work with external agencies to ensure that pupils are kept safe and families are well supported. Where there have been concerns, you have been tenacious in following these through. Pre-employment checks on staff and records ensure that all adults are suitable to work with children. You take all aspects of health and safety seriously and there is good provision for pupils who have medical needs. Governors make regular checks on all aspects of safeguarding and health and safety. Pupils say that they feel safe in school. Parents and staff who completed Parent View, Ofsted’s online questionnaire, agree that children are safe. Inspection findings My first area of enquiry was about the progress disadvantaged pupils make during key stage 2. This was because, in 2017, this group of pupils did not make as much progress as others nationally. The previous inspection report also asked you to ensure that disadvantaged pupils were helped to reach higher standards by the end of key stage 2. Disadvantaged pupils currently in the school are generally making good progress from their starting points. They make at least as much progress as their peers. The inclusion leader ensures that there is well-matched and wide-ranging support for disadvantaged pupils. The school has well-qualified, highly skilled, specialised additional teaching support staff.

Kyson Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>70, "agree"=>26, "disagree"=>4, "strongly_disagree"=>1, "dont_know"=>0} UNLOCK Figures based on 142 responses up to 15-12-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>80, "agree"=>18, "disagree"=>1, "strongly_disagree"=>1, "dont_know"=>0} UNLOCK Figures based on 142 responses up to 15-12-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>66, "agree"=>29, "disagree"=>1, "strongly_disagree"=>1, "dont_know"=>4} UNLOCK Figures based on 142 responses up to 15-12-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>68, "agree"=>27, "disagree"=>4, "strongly_disagree"=>1, "dont_know"=>1} UNLOCK Figures based on 142 responses up to 15-12-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>63, "agree"=>32, "disagree"=>1, "strongly_disagree"=>1, "dont_know"=>3} UNLOCK Figures based on 142 responses up to 15-12-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>46, "agree"=>46, "disagree"=>5, "strongly_disagree"=>1, "dont_know"=>2} UNLOCK Figures based on 142 responses up to 15-12-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>69, "agree"=>24, "disagree"=>5, "strongly_disagree"=>0, "dont_know"=>2} UNLOCK Figures based on 142 responses up to 15-12-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>36, "agree"=>28, "disagree"=>8, "strongly_disagree"=>1, "dont_know"=>27} UNLOCK Figures based on 142 responses up to 15-12-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>72, "agree"=>23, "disagree"=>4, "strongly_disagree"=>0, "dont_know"=>1} UNLOCK Figures based on 142 responses up to 15-12-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>49, "agree"=>33, "disagree"=>8, "strongly_disagree"=>1, "dont_know"=>9} UNLOCK Figures based on 142 responses up to 15-12-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>48, "agree"=>37, "disagree"=>8, "strongly_disagree"=>4, "dont_know"=>2} UNLOCK Figures based on 142 responses up to 15-12-2018
Yes No {"yes"=>96, "no"=>4} UNLOCK Figures based on 142 responses up to 15-12-2018

Responses taken from Ofsted Parent View

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