The Grove Primary Academy
Catchment Area, Reviews and Key Information

Primary
PUPILS
424
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
0300 200 1004

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
(16/10/2018)
Full Report - All Reports
58%
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)
Chobham Road
Frimley
Camberley
GU16 8PG
0127622447

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You became the headteacher in April 2018, bringing with you a clear direction for the school. Since then, you have appointed other senior leaders. Together you have built upon the school’s many strengths and identified ambitious priorities to improve pupils’ progress further. Leaders and governors say that you have clearly communicated these priorities, and they are now being implemented. Although a few parents remain anxious following an unsettled period of leadership, their confidence in the school is growing. A large majority of parents welcome the many ways you have found to communicate with them. Typical of many parents’ views was the comment, ‘I feel, with all the new staff, the school is now going in the right direction.’ Pupils enjoy attending this friendly school and they readily help each other out. One summed up the school’s caring ethos by saying, ‘If you look around, everyone has someone. There is no one on their own.’ Pupils work hard in their lessons, listen to teachers and each other, and behave well. Their good behaviour supports them to make strong progress. Pupils respect and trust their teachers, and say that they are kind and helpful. Leaders have successfully addressed the areas for improvement that inspectors identified at the last inspection. They asked the school to ensure that teachers provide more challenge for the most able pupils, especially in key stage 1. In recent years the most able pupils have made strong progress to attain the higher standards at the end of both key stages 1 and 2, although some of them did not do so well in 2018. You and your deputy rigorously check the progress of all pupils to discuss with teachers how to support each pupil to achieve their best. You are determined that, where pupils are falling behind what you expect of them, you will provide the support they need to catch up. Your pupils bring a rich resource of diverse backgrounds and abilities to the school. Their different needs are met well by your talented staff team. The school has a higher than usual number of pupils who have special educational needs (SEN) and/or disabilities, including some who are placed in the school’s resource provision, ‘The Link’. During visits to classrooms, and at breaktimes, I observed how effectively your school includes pupils who have SEN and/or disabilities. They make good progress from their individual starting points to develop confidence and independence in their learning. Our classroom visits confirmed that pupils typically work in line with teachers’ expectations for their year groups. Reception children are adept at using numbers in their role play, such as when buying vegetables for dinner. They practise addition skills successfully, such as when the adult remembered ‘one more person for dinner’. A sample of Year 2 mathematics books showed that, since September, pupils have made strong progress to understand different ways to calculate with increasingly high numbers. In Year 6, pupils have had many opportunities to explain their mathematical thinking, which has deepened their understanding. I saw in English lessons and in pupils’ workbooks that, across the school, teaching helps pupils to edit and improve their writing. Teachers challenge pupils to apply their knowledge of grammar, punctuation and spelling to improve their work. Teaching also helps pupils to increase their understanding of vocabulary and to consider its effect on someone reading their work. Pupils’ reading development presents a more varied picture of provision and progress. Leaders are taking action to improve some aspects of the teaching of reading. You have prepared some very clear plans for improving the school. You rightly place a high priority on staff training and you are working alongside leaders in order to develop their skills. However, there has not yet been enough time to implement fully your professional development plans. You and your governing body know that the impact of the school’s revised approaches will need to be evaluated over time to be sure that they are making a positive difference to pupils’ outcomes. Safeguarding is effective. You have developed a team of designated leaders who share a deep level of commitment to work with all staff and governors to keep pupils safe from harm. Leaders have ensured that all safeguarding arrangements are fit for purpose. All staff have received comprehensive training to recognise any concerns, and they know what to do. You work well with parents and other agencies, identifying early support for pupils and their families wherever possible.

The Grove Primary Academy Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>61, "agree"=>23, "disagree"=>7, "strongly_disagree"=>9, "dont_know"=>0} UNLOCK Figures based on 56 responses up to 17-10-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>55, "agree"=>25, "disagree"=>11, "strongly_disagree"=>5, "dont_know"=>4} UNLOCK Figures based on 56 responses up to 17-10-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>50, "agree"=>30, "disagree"=>7, "strongly_disagree"=>13, "dont_know"=>0} UNLOCK Figures based on 56 responses up to 17-10-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>46, "agree"=>38, "disagree"=>9, "strongly_disagree"=>5, "dont_know"=>2} UNLOCK Figures based on 56 responses up to 17-10-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>46, "agree"=>32, "disagree"=>11, "strongly_disagree"=>9, "dont_know"=>2} UNLOCK Figures based on 56 responses up to 17-10-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>39, "agree"=>36, "disagree"=>11, "strongly_disagree"=>13, "dont_know"=>2} UNLOCK Figures based on 56 responses up to 17-10-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>38, "agree"=>43, "disagree"=>13, "strongly_disagree"=>4, "dont_know"=>4} UNLOCK Figures based on 56 responses up to 17-10-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>25, "agree"=>11, "disagree"=>4, "strongly_disagree"=>14, "dont_know"=>46} UNLOCK Figures based on 56 responses up to 17-10-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>43, "agree"=>34, "disagree"=>2, "strongly_disagree"=>14, "dont_know"=>7} UNLOCK Figures based on 56 responses up to 17-10-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>38, "agree"=>34, "disagree"=>4, "strongly_disagree"=>16, "dont_know"=>9} UNLOCK Figures based on 56 responses up to 17-10-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>36, "agree"=>41, "disagree"=>14, "strongly_disagree"=>9, "dont_know"=>0} UNLOCK Figures based on 56 responses up to 17-10-2018
Yes No {"yes"=>79, "no"=>21} UNLOCK Figures based on 56 responses up to 17-10-2018

Responses taken from Ofsted Parent View

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