Richmond Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
520
AGES
4 - 11
GENDER
Mixed
TYPE
Academy converter
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
0116 3056684

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
(26/11/2019)
Full Report - All Reports
63%
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)
Towers Drive
Hinckley
LE10 0ZD
01455637266

School Description

Pupils enjoy coming to this inclusive and friendly school. Staff are skilled in nurturing pupils’ social and emotional development. Pupils value and speak knowledgeably about the school’s ‘4Cs’. Staff encourage pupils to be ‘critical, collaborative, caring and creative’. Pupils say the ‘4Cs’ help them in their daily lives. Pupils learn how to discuss different topics. They told inspectors they can ‘disagree without being disagreeable’. Pupils’ attendance and behaviour are good. Incidents of bullying are rare. If any behaviour incidents do occur, then adults deal with these quickly and fairly. Leaders do their best to ensure that pupils are kept safe and feel safe. Pupils know how to keep themselves safe when online. There is a good range of well-attended clubs for pupils to choose. Staff have high expectations for all pupils. This includes disadvantaged pupils and those with special educational needs and/or disabilities (SEND). Pupils have positive attitudes towards their learning. They are not easily distracted. The standard of pupils’ work across different subjects is good. Parents and carers are overwhelmingly positive about the school’s leaders and staff. A typical comment was, ‘The school has provided fantastic support, care and guidance for my son. We could not have wished for a better school for him.’ What does the school do well and what does it need to do better? Pupils receive a good-quality education. Leaders have ensured that the curriculum is broad and balanced. Core subjects such as English, mathematics and science are planned and sequenced well. For example, throughout key stage 1, pupils develop their understanding of materials. They increase their scientific vocabulary by correctly using words like transparent and waterproof. Visits to places of interest such as aquariums further enhance the science curriculum. In mathematics, Year 5 pupils use their knowledge of shapes to calculate perimeters. Leaders of these core subjects are knowledgeable and experienced. Teachers appreciate the training and support they receive from leaders. Some other subjects are not as well sequenced. Subject leaders have appropriate plans in place to address this. The curriculum for pupils’ spiritual and cultural development is not as good as it could be. There are gaps in pupils’ knowledge and understanding of different faiths and cultures. Pupils could be better prepared for life in modern Britain. There is a sharp focus on pupils gaining the phonic knowledge they need to become fluent readers. The subject leader has ensured that all staff are trained well. Pupils join in enthusiastically with the phonic lessons. Pupils’ reading books are at the correct level of challenge. Many pupils read frequently both at school and at home. Inspection report: Richmond Primary School 26–27 November 2019 2 Pupils in key stage 2 enjoy reading and there is a wide variety of books from which they can choose. There is very good provision for disadvantaged pupils and pupils with SEND. The leaders for these areas are effective. They know the pupils very well. They provide appropriate opportunities for pupils to develop academically and socially. Pupils with SEND receive extra support before and after school. This means that they do not miss lessons during the day and that they study the full curriculum. The nurture group is a particular strength. The pupils enjoy coming to school and like the support, guidance and care they receive. The headteacher and senior leaders are effective in their roles. They are well respected by staff, parents and pupils. Senior leaders have coped admirably with recent staff turbulence, building works and an increase in pupil numbers. Staff appreciate the opportunity to develop professionally and to learn from each other. Staff told inspectors that senior leaders are mindful of their workload. The effective early years leader ensures that children get off to a great start. Skilled staff work well with children to develop their knowledge and skills. Relationships between adults and children are warm and positive. Children are cared for well. Resources are good. The classrooms are busy yet calm. Children are engaged and engrossed in the provided activities. The outdoor area allows children to develop physically. Adults assess children frequently. This information helps teachers plan future activities. Parents receive up-to-date information about their child’s development. The governing body is highly effective. This is because its members are knowledgeable, experienced and well trained. Minutes of meetings show that they hold senior leaders to account for their actions. The school receives an appropriate mix of support and challenge from the trust.

Richmond Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>78, "agree"=>18, "disagree"=>4, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 79 responses up to 27-11-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>85, "agree"=>14, "disagree"=>0, "strongly_disagree"=>1, "dont_know"=>0} UNLOCK Figures based on 79 responses up to 27-11-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>66, "agree"=>28, "disagree"=>4, "strongly_disagree"=>3, "dont_know"=>0} UNLOCK Figures based on 79 responses up to 27-11-2019
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>73, "strongly_agree"=>13, "agree"=>5, "disagree"=>3, "strongly_disagree"=>1, "dont_know"=>5} UNLOCK Figures based on 79 responses up to 27-11-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>61, "agree"=>33, "disagree"=>4, "strongly_disagree"=>3, "dont_know"=>0} UNLOCK Figures based on 79 responses up to 27-11-2019
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>37, "strongly_agree"=>42, "agree"=>14, "disagree"=>4, "strongly_disagree"=>4, "dont_know"=>0} UNLOCK Figures based on 79 responses up to 27-11-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>55, "agree"=>18, "disagree"=>9, "strongly_disagree"=>18, "dont_know"=>0} UNLOCK Figures based on 11 responses up to 27-11-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>53, "agree"=>35, "disagree"=>4, "strongly_disagree"=>4, "dont_know"=>4} UNLOCK Figures based on 79 responses up to 27-11-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>70, "agree"=>24, "disagree"=>3, "strongly_disagree"=>4, "dont_know"=>0} UNLOCK Figures based on 79 responses up to 27-11-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>67, "agree"=>27, "disagree"=>4, "strongly_disagree"=>3, "dont_know"=>0} UNLOCK Figures based on 79 responses up to 27-11-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>63, "agree"=>32, "disagree"=>0, "strongly_disagree"=>1, "dont_know"=>4} UNLOCK Figures based on 79 responses up to 27-11-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>58, "agree"=>33, "disagree"=>4, "strongly_disagree"=>1, "dont_know"=>4} UNLOCK Figures based on 79 responses up to 27-11-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>59, "agree"=>33, "disagree"=>3, "strongly_disagree"=>3, "dont_know"=>3} UNLOCK Figures based on 79 responses up to 27-11-2019
Yes No {"yes"=>92, "no"=>8} UNLOCK Figures based on 79 responses up to 27-11-2019

Responses taken from Ofsted Parent View

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