Stepney Park Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
802
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 7364 5402

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
(16/05/2023)
Full Report - All Reports
67%
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)
Smithy Street
Stepney
London
E1 3BW
02078845225

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You, along with senior leaders have high aspirations for all pupils. You have an accurate understanding of the school’s strengths and weaknesses and are committed to developing the role of all leaders in the school. Pupils are making strong progress in phonics, mathematics and writing. Currently, the school is focused on improving pupils’ reading and comprehension skills in key stage 2. Your curriculum is well established and gives pupils the chance to study a wide range of subjects in depth. For example, pupils told me how much they enjoyed the work that they do in the art studio and the cookery room. You have worked hard to address the areas for improvement identified in the previous inspection. Assessment and pupil progress systems are now in place for all subjects. You have employed a wide range of approaches to develop pupils’ speaking skills, including drama and debating. However, you recognise that further work needs to be done in this area. Governors offer a good balance of challenge and support. They play a full role in ensuring that the school has a strong safeguarding culture. Governors are regular visitors to classrooms, and are ambitious for the future of the school. Pupils, parents, carers and staff are overwhelmingly positive about the school. Parents told me that they are impressed with the creative learning that goes on in the school. Pupils said that they feel safe and are rightly proud of their school. Pupils are provided with many opportunities to be of service in the school and to help others. Pupils’ behaviour and the promotion of their welfare are strengths of the school. Pupils are eager to learn and they work well together. Safeguarding is effective. There is a strong culture of safeguarding at the school. The leadership team has ensured that records are detailed and of high quality. The governing body regularly checks the records maintained by the school and poses questions to leaders responsible for safeguarding. School leaders have set up a pupil review group, which meets regularly to review any concerns that staff may have for vulnerable pupils. Records show that swift action is taken to protect children, should the need arise. Leaders know families and individual pupils well. They provide advice and guidance for parents to help them keep their children safe, for example when online. Leaders, working with external agencies, have organised a range of helpful workshops to support parents. This includes offering counselling and advocacy services, where appropriate. Pupils said that they feel safe at school and know how to keep themselves safe because of the strong pastoral care. Pupils described the school as being a caring school. Staff deal with any incidents of derogatory language or bullying towards pupils quickly. Pupils were clear about knowing to whom they should report concerns. Parents I spoke to agreed that their children felt happy and safe in school. Inspection findings At our initial meeting, we agreed three key lines of enquiry. The first of these focused on the provision for children in reading and writing in the early years. For the last three years, the proportion of children achieving a good level of development at the end of the Reception Year was below the national average. From lower starting points than are typical for their age, children make strong progress in their early reading and writing skills so that, by the end of the Reception Year, standards of reading and writing are at or above the national average. Speaking and communication and language skills still need further development. The indoor and outdoor provision is bright and attractive. Children’s physical development is well provided for outdoors. There are plentiful opportunities for writing and mark making in all of the early years. Pupils leave the early years with clear letter formation and a grasp of basic punctuation. The teaching of phonics is systematic, starting in the Nursery Year. Teachers are precise in their use of letters and sounds. Pupils’ attainment in the Year 1 phonics screening check has been consistently above the national expectation for the last three years. By the end of key stage 1, standards of reading are at or above the national average. For our second key line of enquiry, we agreed to focus on what leaders are doing to improve pupils’ reading and oracy skills in key stage 2. Attainment and progress in reading were not as strong in key stage 2 in 2017 as in mathematics and writing. You identified this as a priority for improvement.

Stepney Park Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>30, "agree"=>47, "disagree"=>19, "strongly_disagree"=>5, "dont_know"=>0} UNLOCK Figures based on 43 responses up to 05-06-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>28, "agree"=>56, "disagree"=>12, "strongly_disagree"=>5, "dont_know"=>0} UNLOCK Figures based on 43 responses up to 05-06-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>28, "agree"=>51, "disagree"=>7, "strongly_disagree"=>7, "dont_know"=>7} UNLOCK Figures based on 43 responses up to 05-06-2023
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>49, "strongly_agree"=>2, "agree"=>21, "disagree"=>14, "strongly_disagree"=>2, "dont_know"=>12} UNLOCK Figures based on 43 responses up to 05-06-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>21, "agree"=>51, "disagree"=>12, "strongly_disagree"=>14, "dont_know"=>2} UNLOCK Figures based on 43 responses up to 05-06-2023
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>26, "strongly_agree"=>12, "agree"=>30, "disagree"=>12, "strongly_disagree"=>21, "dont_know"=>0} UNLOCK Figures based on 43 responses up to 05-06-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>0, "agree"=>0, "disagree"=>14, "strongly_disagree"=>71, "dont_know"=>14} UNLOCK Figures based on 10 responses up to 05-06-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>12, "agree"=>58, "disagree"=>12, "strongly_disagree"=>12, "dont_know"=>7} UNLOCK Figures based on 43 responses up to 05-06-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>26, "agree"=>51, "disagree"=>12, "strongly_disagree"=>9, "dont_know"=>2} UNLOCK Figures based on 43 responses up to 05-06-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>23, "agree"=>58, "disagree"=>12, "strongly_disagree"=>7, "dont_know"=>0} UNLOCK Figures based on 43 responses up to 05-06-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>16, "agree"=>67, "disagree"=>7, "strongly_disagree"=>2, "dont_know"=>7} UNLOCK Figures based on 43 responses up to 05-06-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>30, "agree"=>58, "disagree"=>5, "strongly_disagree"=>2, "dont_know"=>5} UNLOCK Figures based on 43 responses up to 05-06-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>16, "agree"=>40, "disagree"=>19, "strongly_disagree"=>14, "dont_know"=>12} UNLOCK Figures based on 43 responses up to 05-06-2023
Yes No {"yes"=>63, "no"=>37} UNLOCK Figures based on 43 responses up to 05-06-2023

Responses taken from Ofsted Parent View

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