Perryfields Infant School
Catchment Area, Reviews and Key Information

Primary
PUPILS
180
AGES
5 - 7
GENDER
Mixed
TYPE
Academy converter
SCHOOL GUIDE RATING
Not Rated

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
0845 603 2200

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
(04/10/2022)
Full Report - All Reports



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Lawn Lane
Chelmsford
CM1 7PP
01245268714

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. Despite a significant number of changes to the leadership and structure of the school, Perryfields Infant School remains a very exciting place for children to learn. It is underpinned by the school’s strong ethos and core values. Your effective leadership is highly respected by staff, parents and governors. This contributes to the positive and purposeful relationships seen across the school. You took up position in 2014, having been the deputy headteacher for the previous two years. The substantive deputy headteacher has been in place for two years and is currently on maternity leave. There is therefore an acting deputy headteacher who has been in post since February 2016. Both leads for English and mathematics are new to post. There have been changes in membership of the governing body. All governors are new with the exception of one. On 1 September you appointed a home–school liaison worker. You also adopted a new system of key workers to support a growing number of children with additional needs in September 2015. The school was asked by the local authority to accommodate a growing number of children in the community. In 2013/14, 77 children joined three Reception classes. These pupils have just moved into the junior school and the infant school has reverted to two Reception classes. Despite these challenges, you have created a stable school community. Much has been achieved since the previous inspection. You have focused on identified priorities from the 2012 inspection and have taken effective action to address them. Attainment at the end of key stage 1 continues to be significantly above the national average in reading, writing and mathematics. You were asked to increase the proportion of pupils reaching the higher levels in mathematics. In 2015, 50% of pupils achieved higher levels. In some classes, teachers constantly challenge the most able pupils, which was also an area for development. The levels of challenge are not yet consistent across the school but this is improving. Your vision and passion for improving the learning experiences of every individual member of staff is very evident. You have developed subject leaders’ skills effectively so that they are better able to improve teaching in their areas. Pupils are enthusiastic, hard-working, confident and articulate. In the words of one, they ‘definitely like coming to school’. They talk with pride about their work and share their thinking with other pupils. They work well together in lessons and some are developing a good level of independence. Teachers have ensured that their classroom environment supports pupils in their learning. During my visit I observed many pupils who were using numbers or words displayed around the class to help them with their writing or mathematics. This is clearly something they are used to, and, should pupils forget to use these prompts, others will helpfully remind them. The early years is a strength of the school because of the work that you have undertaken and the effective leadership of this area. As a result, children get a very good start to their school life. The proportion of children who have historically entered the Reception classes with skills below those typical for their age is high. However, the leader of the early years has worked hard during the last year to support children’s learning prior to entering the school. From the beginning of the school’s relationship with parents, staff plan opportunities for parents to work with the school to support their children’s learning. Coupled with this initiative, home visits and effective liaison with nurseries and pre-schools have ensured that a large majority of children who entered Reception in September 2016 now have skills and abilities that are expected for their age. Despite my visit coinciding with it being only the second full day in the Reception classes, children were settled very well. All adults work well with individuals and groups, and learning is planned both inside and outside of the classroom to ensure that children make good progress in all areas of their learning. As a consequence, children leave Reception well prepared for the challenges of Year 1. The proportion of children achieving a good level of development at the end of Reception since the previous inspection is at least at, if not above, the national average. Pupils achieve well in reading. The proportion of pupils who achieved the expected standard in the Year 1 phonics check is above the national average. During my visit I listened to many pupils read. They use their phonics skills well and show an enjoyment of reading from an early age. What is more, pupils make good use of their phonics skills in their writing and, as a result, their spelling is developing well. Through effective self-evaluation, you have identified that you need to further develop pupils’ comprehension skills. This will undoubtedly benefit all pupils and, in particular, the most able. There are some areas for improvement, of which you are aware. Leaders have not focused tightly enough on ensuring that all groups of pupils make the best progress they can from their varying starting points and in all subjects. Most-able pupils, for example, do not achieve what they are capable of; they told me that they would like more challenge in their English and mathematics lessons. Some parents, who responded to Ofsted’s survey, Parent View, also say that their children ‘are not stretched’ as much as they might be. You have taken steps to involve pupils in determining the way their school continues to improve. In the pupil action plan, pupils identified that they would like to get better at their learning and ‘work more independently’. You and your leaders have already begun to put planning in place across the curriculum to help pupils learn more independently. However, you recognise that the fruits of your labour will only be more evident as this becomes more consistent in all classes. You have shared with senior leaders your detailed improvement plan that identifies areas for development. However, there are no clear timelines for checking on the impact of actions you have taken on pupils’ progress. The school’s assessment system is used well to ensure that all staff have an accurate view of the attainment of pupils. However, the tracking of pupils’ progress is not as rigorous. You have recently put in place targets for each child so that their progress can be tracked and action taken should individuals not achieve what is expected of them. The provision for pupils who have special educational needs and/or disabilities, and those who are disadvantaged is very effective. As a result, pupils make good progress both academically and socially. Governors, many of whom are new to their roles, have an accurate view of what is working well and what could be even better; for example their regular monitoring of pupils’ progress. They hold school leaders to account well for pupils’ attainment and recognise that their monitoring of pupils’ progress must be more regular. Governors are committed and dedicated to ensuring that they fulfil their statutory duties. They visit the school regularly to report on such aspects as the checks leaders make on the suitability of staff to work with children. Safeguarding is effective. The school’s safeguarding policies and procedures meet current requirements. Recording systems are fully in place for the recruitment of staff. Governors are rigorous in ensuring that the necessary recruitment checks have been effectively carried out. Documents are meticulously kept. Leaders and governors ensure that staff are well informed about new guidance including, for example, the ‘Prevent’ duty. Staff and governors receive regular training. The information on the school’s website is compliant, although some is awaiting review and updates. Parents overwhelmingly agree that their children are kept safe in the school. Pupils are confident that the adults at school will deal well with conflict or any potential bullying situations should they ever arise. There is good awareness of the risks to pupils when using computers.

Perryfields Infant School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>82, "agree"=>12, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>6} UNLOCK Figures based on 17 responses up to 15-10-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>82, "agree"=>18, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 17 responses up to 15-10-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>82, "agree"=>18, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 17 responses up to 15-10-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>94, "agree"=>6, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 17 responses up to 15-10-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>94, "agree"=>6, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 17 responses up to 15-10-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>59, "agree"=>35, "disagree"=>6, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 17 responses up to 15-10-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>76, "agree"=>24, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 17 responses up to 15-10-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>59, "agree"=>24, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>18} UNLOCK Figures based on 17 responses up to 15-10-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>100, "agree"=>0, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 17 responses up to 15-10-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>82, "agree"=>12, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>6} UNLOCK Figures based on 17 responses up to 15-10-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>88, "agree"=>12, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 17 responses up to 15-10-2018
Yes No {"yes"=>100, "no"=>0} UNLOCK Figures based on 17 responses up to 15-10-2018

Responses taken from Ofsted Parent View

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