Nightingale Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
221
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
020 8820 7397 / 7398 / 7489 / 7197

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
(08/06/2023)
Full Report - All Reports
70%
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)
Tiger Way
Hackney
London
E5 8NA
02089854259

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You and your leadership team demonstrate drive and determination. You know the pupils well, and are committed to them achieving their best. Since taking up post, you have developed a school development plan which is supporting leaders in improving standards across many aspects of the school. You have high expectations of yourself, staff and pupils, and have established a strong, committed staff team. You have put in place a robust system to monitor pupils’ outcomes and ensure that no pupil falls behind in their learning. Leaders observe pupils in class and look at learning in books, before meeting teachers to discuss pupils’ progress. Actions and interventions are well documented and allocated to leading members of the team, who are subsequently held to account for their implementation. This has resulted in improving outcomes for current pupils. You and your leaders have dealt effectively with the areas for improvement identified in the previous inspection. The allocation of responsibilities across the leadership team has ensured that middle leaders now have clear accountability for their work. The new phase leaders are effective in supporting the improvement of practice across each phase. You have identified the key challenges for disadvantaged pupils and have ensured that the pupil premium grant is used to address these effectively. You analyse the impact of interventions regularly and adjust them accordingly. As a result, disadvantaged pupils are progressing well with their learning in lessons. Safeguarding is effective. You and your leadership team have ensured that all safeguarding arrangements are fit for purpose. Recruitment procedures are robust and the link safeguarding governor regularly checks the single central record to ensure that adults are suitable to work with pupils. All staff have received recent safeguarding training and are provided with updates regularly. Staff understand their responsibilities with regard to keeping children safe in education, including the ‘Prevent’ duty. They can identify risk in different situations and respond quickly. Staff know families very well, which strengthens their ability to keep pupils safe. Records are thorough and well organised. The school’s consistent use of action sheets to follow up on concerns ensures that its response is appropriate and timely. Pupils say that they feel safe and can all name an adult they would feel comfortable speaking to if they had a concern. Pupils are knowledgeable about how to keep themselves safe online, and the school provides clear advice to parents. Pupils are taught how to stay safe through the curriculum and in assemblies. All parents surveyed recently by the school, and those who responded to Ofsted’s online questionnaire, Parent View, say that their children are safe at school. The school has worked diligently to improve attendance in the last 12 months and employed highly effective strategies. Attendance, including persistent absence, has improved dramatically and is now in line with the national average. Leaders have created a thoughtful approach to managing behaviour and, as a consequence, the school is a friendly, calm and orderly environment. Pupils say that bullying is rare and dealt with appropriately. One pupil, echoing the views of many, told me that ‘everyone is friendly here’. A high proportion of parents and all staff surveyed believe that behaviour is good and dealt with well. Inspection findings I began by considering the effectiveness of leaders’ deployment of the pupil premium grant to improve outcomes for disadvantaged pupils at key stage 1, particularly boys. In 2017, the proportion of pupils who attained the expected and greater depth standard was below the national average. You and your leaders have improved the teaching of mathematics across the school. A structured, ‘mastery’ approach is enabling pupils to progress well. Disadvantaged pupils are focused and engaged in their learning. The ‘check it’ stickers in pupils’ books enable them to demonstrate that they have mastered a concept. Boys respond well to this approach, they say. Teachers’ feedback in writing books is effective because it pinpoints clearly what the pupil needs to do next to improve. This approach is enabling all pupils, including those who are disadvantaged, to progress well. You and your leaders have developed a robust approach to monitoring pupils’ outcomes. Observations of pupils’ learning and scrutiny of work in books indicate that disadvantaged pupils are making good progress from starting points. We agreed that this is not as strong in some year groups as in others, particularly for lower-achieving boys. The next focus of the inspection was to evaluate the effectiveness of the governing body in carrying out its statutory duties, particularly with regard to pupil premium pupils and safeguarding. Prior to my arrival at the school, some information on the school’s website was not up to date. As a result, information for parents was not accurate. The governing body has a good understanding of the school’s strengths and weaknesses, and is committed to raising standards still further. Governors understand their responsibilities, particularly with regard to pupil premium pupils, and are actively involved in the allocation of the pupil premium grant. They regularly question the impact that expenditure is having on pupils’ outcomes. This information is not always uploaded onto the website in a timely manner. Since your appointment, you have worked closely with the governing body to improve the effectiveness of its role. Governors have been proactive in seeking additional training from the local authority, and are gaining the necessary knowledge and skills to carry out their roles effectively. They have a good understanding of their responsibilities with regard to keeping pupils safe, and a governor trained in safer recruitment is part of every recruitment panel. The recent implementation of link governors has provided a helpful focus for governors’ monitoring activities. Governors support school leaders well, and minutes from meetings evidence that governors question leaders about their work. Governors are not, however, sufficiently challenging when holding leaders to account for their work. Finally, I evaluated your actions to improve standards in reading, particularly in key stage 2. In 2017, reading attainment and progress dropped in key stage 2 and were below the national averages. You and the leadership team share a determination to drive up standards in reading and have put positive actions in place to improve pupils’ skills and outcomes. You have commissioned support from external agencies, including the local authority, to create a bespoke approach, unique to the ethos and context of the school. As a result, there is increasing enthusiasm about reading in the school. Pupils say they value the rich variety of exciting texts that they can read. Recently employed apprentices are successfully modelling to pupils that reading is ‘cool’. During our learning walk, we observed a highly structured approach to the teaching of reading by all teachers. This approach is enabling pupils to make good progress in lessons. Pupils who start to fall behind are identified quickly and provided with high-quality, small-group interventions. High-quality ‘prompt sheets’ further support pupils’ understanding. The pupils who read to me demonstrated that they are confident at decoding texts and enjoy talking about what they are reading. Some pupils still lack a common understanding of vocabulary appropriate for their age. You are addressing this by the use of ‘scripts’ to support pupils’ talking, and provide a range of enrichment activities, such as visits to the theatre to embed the importance of literacy and the arts. Next steps for the school Leaders and governors should ensure that: they continue to develop a structured approach to the teaching of reading in order to improve pupils’ progress, particularly that of those who are disadvantaged information available for parents is accurate and up to date. strategies to improve disadvantaged pupils’ progress are regularly checked so that they have maximum impact, year on year. I am copying this letter to the chair of the governing body, the regional schools commissioner and the director of children’s services for Hackney. This letter will be published on the Ofsted website. Yours sincerely Helen Morrison Ofsted Inspector Information about the inspection During the inspection, I met with you, the assistant headteacher, three governors and a representative from the local authority. I went on two ‘learning walks’ with you and scrutinised pupils’ books. I listened to pupils read in Years 2 and 6. I took into consideration seven responses to Parent View, nine staff responses and the parents’ responses collected by the school from a survey in July 2016. I scrutinised a wide range of documentation, including the school’s self-evaluation, the school’s plans for improvement, the school’s safeguarding documentation, minutes of governors’ meetings, assessment information on pupils’ progress, and information relating to behaviour and attendance.

Nightingale Primary School Parent Reviews



Average Parent Rating

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“Happy with our school”

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"> I feel that Nightingale communicates well with parents. Since starting school here our child has settled in really well.
unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>54, "agree"=>39, "disagree"=>3, "strongly_disagree"=>3, "dont_know"=>0} UNLOCK Figures based on 61 responses up to 10-06-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>57, "agree"=>38, "disagree"=>2, "strongly_disagree"=>3, "dont_know"=>0} UNLOCK Figures based on 61 responses up to 10-06-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>39, "agree"=>46, "disagree"=>5, "strongly_disagree"=>0, "dont_know"=>10} UNLOCK Figures based on 61 responses up to 10-06-2023
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>70, "strongly_agree"=>5, "agree"=>13, "disagree"=>7, "strongly_disagree"=>0, "dont_know"=>5} UNLOCK Figures based on 61 responses up to 10-06-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>33, "agree"=>51, "disagree"=>10, "strongly_disagree"=>3, "dont_know"=>3} UNLOCK Figures based on 61 responses up to 10-06-2023
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>20, "strongly_agree"=>39, "agree"=>25, "disagree"=>7, "strongly_disagree"=>7, "dont_know"=>3} UNLOCK Figures based on 61 responses up to 10-06-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>50, "agree"=>25, "disagree"=>6, "strongly_disagree"=>13, "dont_know"=>6} UNLOCK Figures based on 16 responses up to 10-06-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>31, "agree"=>51, "disagree"=>7, "strongly_disagree"=>3, "dont_know"=>8} UNLOCK Figures based on 61 responses up to 10-06-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>44, "agree"=>46, "disagree"=>5, "strongly_disagree"=>2, "dont_know"=>3} UNLOCK Figures based on 61 responses up to 10-06-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>44, "agree"=>41, "disagree"=>7, "strongly_disagree"=>5, "dont_know"=>3} UNLOCK Figures based on 61 responses up to 10-06-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>41, "agree"=>48, "disagree"=>3, "strongly_disagree"=>0, "dont_know"=>8} UNLOCK Figures based on 61 responses up to 10-06-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>67, "agree"=>30, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>2} UNLOCK Figures based on 61 responses up to 10-06-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>34, "agree"=>44, "disagree"=>5, "strongly_disagree"=>3, "dont_know"=>13} UNLOCK Figures based on 61 responses up to 10-06-2023
Yes No {"yes"=>92, "no"=>8} UNLOCK Figures based on 61 responses up to 10-06-2023

Responses taken from Ofsted Parent View

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