Southfield Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
352
AGES
4 - 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) 8825 5511

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?

Outstanding
NATIONAL AVG. 2.09
Ofsted Inspection
(24/05/2023)
Full Report - All Reports
94%
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)
Southfield Road
Bedford Park
London
W4 1BD
02089946173

School Description

You have addressed the areas identified for improvement from your previous inspection. To maintain this you have established a culture of self-evaluation. For example, your website outlines the school ethos, alongside areas you have identified for school improvement. Pupils, teachers and leaders reflect on the impact of their own and others’ work. Pupils use these skills to improve their classwork, and support the work of their peers. Teachers receive constructive feedback following internal lesson observations. Topics for staff training are selected to match identified areas for improvement from regular and accurate school self-evaluation. All members of the school community are made aware of the priorities for improvement. This information is shared widely, and is seen, for example, in such diverse places as the front page of the school website and the agendas for governors’ meetings. Internal and external examination data is scrutinised, so that bespoke and focused whole-school improvement is planned. Leaders are very aware of the recent gaps in attainment for disadvantaged pupils. Pupils enjoy their learning, and have an excellent attitude to their classroom activities. Teachers ensure that pupils who misunderstand classwork are supported, and mistakes are treated as learning opportunities. Pupils are constantly encouraged to participate in active learning. For example, the ‘Shakespeare for schools’ project saw pupils involved in drama and high-level literacy, while preparing for a performance. Safeguarding is effective. The leadership team has ensured that safeguarding arrangements are fit for purpose, and records are detailed and of high quality. Leaders are fully aware of the need to keep all pupils safe, and make sure that pupils and staff receive timely guidance and advice. Policies and procedures are followed and, where necessary, leaders enlist appropriate external support to ensure the safety of their pupils. Statutory risk assessments are carried out so that pupils’ safety is managed when they are on and off site. Leaders have implemented a culture of safeguarding that protects all members of the school community. Inspection findings At our initial meeting, we agreed on two key lines of enquiry that would form the basis for the inspection. The first was to look at the progress of disadvantaged pupils, as their recent outcomes were below those of their peers. You have rightly identified the need to improve outcomes for disadvantaged pupils as a whole-school priority. Through careful planning and review, you have introduced measures to improve outcomes for this group of pupils. You have concentrated your efforts on quality teaching and individual pupil support programmes. To improve teaching, you have altered your observation methods. You celebrate teachers’ skills, and use identified areas for improved classroom practice to drive your staff training. Your detailed records show that this approach is having the desired effect on improving the skills of teachers, and subsequently improving outcomes for pupils. Regular pupil progress meetings, centred on individuals, take place. They ensure that, through quality discussions, accurate individualised support is arranged. All staff who support pupils attend, so they are aware of the precise gaps in pupils’ knowledge, and can more easily address them. To support your intervention work you have improved the identification of underperforming pupils, and ensured that accurate assessment and curriculum plans are in place. You track and adjust interventions to ensure that their impact is positive. Recent monitoring of the progress of disadvantaged pupils has shown an improvement in their outcomes, which are now closely in line with those of their peers. The second line of enquiry was to assess school leaders’ ability to improve pupils’ writing skills. This was identified because the school had highlighted that some pupils needed to improve their writing skills and to apply them across the curriculum. Recent outcomes in writing for some pupils were below what is expected. Pupils place value on improving their writing skills, and they know what they need to do to improve. They told me that ‘teachers help us write more interesting sentences’ and that ‘they help us improve our handwriting; I need to get better at joining my letters’. One example of the school promoting the importance of writing was when I observed pupils choosing to write in the playground at breaktime; they were collaborating and improving their work. Opportunities for writing are taken up across the curriculum. Pupils write to a high quality across different subjects, and use rich texts to support this. Pupils’ writing is displayed across the school, celebrating and raising its importance. Accurate teacher questioning in books prompts pupils to write lengthy responses. In a revision class, pupils responded well to the highest expectations, and reflected well on their previous work. Expectations around pupils’ writing are high. Independent writing is encouraged and supported through careful modelling of similar quality work. Pupils in key stage 1 write out common words in a variety of lessons. They regularly write out their spelling lists, and told me that they enjoy writing. Next steps for the school Leaders and those responsible for governance should ensure that: the school’s emphasis on support in writing for disadvantaged pupils in key stage 2 leads to improved outcomes that are in line with those in other core subjects. I am copying this letter to the chair of the governing body, the regional schools commissioner and the director of children’s services for Ealing. This letter will be published on the Ofsted website. Yours sincerely Jason Hughes Ofsted Inspector Information about the inspection Meetings were held with senior leaders, middle leaders and the chair of the governing body. The inspector held a discussion, on the telephone, with a representative from Ealing local authority. The views of staff were taken into account through the 29 responses to Ofsted’s online questionnaire. The 120 responses to the Ofsted online survey, Parent View, were considered. Together with leaders, the inspector visited classrooms across the school. Pupils from Years 1, 2 and 6 were heard reading. School documents, including policies and safeguarding records, the school’s website and governors’ minutes, were scrutinised.

Southfield Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>66, "agree"=>27, "disagree"=>2, "strongly_disagree"=>4, "dont_know"=>1} UNLOCK Figures based on 168 responses up to 03-06-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>65, "agree"=>28, "disagree"=>2, "strongly_disagree"=>3, "dont_know"=>2} UNLOCK Figures based on 168 responses up to 03-06-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>58, "agree"=>30, "disagree"=>4, "strongly_disagree"=>2, "dont_know"=>5} UNLOCK Figures based on 168 responses up to 03-06-2023
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>67, "strongly_agree"=>9, "agree"=>7, "disagree"=>5, "strongly_disagree"=>5, "dont_know"=>7} UNLOCK Figures based on 168 responses up to 03-06-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>59, "agree"=>34, "disagree"=>4, "strongly_disagree"=>3, "dont_know"=>0} UNLOCK Figures based on 168 responses up to 03-06-2023
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>26, "strongly_agree"=>36, "agree"=>22, "disagree"=>7, "strongly_disagree"=>8, "dont_know"=>1} UNLOCK Figures based on 168 responses up to 03-06-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>13, "agree"=>33, "disagree"=>13, "strongly_disagree"=>20, "dont_know"=>20} UNLOCK Figures based on 15 responses up to 03-06-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>51, "agree"=>31, "disagree"=>8, "strongly_disagree"=>3, "dont_know"=>7} UNLOCK Figures based on 168 responses up to 03-06-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>54, "agree"=>37, "disagree"=>4, "strongly_disagree"=>2, "dont_know"=>4} UNLOCK Figures based on 168 responses up to 03-06-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>47, "agree"=>42, "disagree"=>7, "strongly_disagree"=>2, "dont_know"=>2} UNLOCK Figures based on 168 responses up to 03-06-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>64, "agree"=>27, "disagree"=>4, "strongly_disagree"=>3, "dont_know"=>1} UNLOCK Figures based on 168 responses up to 03-06-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>61, "agree"=>32, "disagree"=>4, "strongly_disagree"=>2, "dont_know"=>1} UNLOCK Figures based on 168 responses up to 03-06-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>51, "agree"=>32, "disagree"=>8, "strongly_disagree"=>5, "dont_know"=>4} UNLOCK Figures based on 168 responses up to 03-06-2023
Yes No {"yes"=>90, "no"=>10} UNLOCK Figures based on 168 responses up to 03-06-2023

Responses taken from Ofsted Parent View

Your rating:
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