West Blatchington Primary and Nursery School
Catchment Area, Reviews and Key Information

Primary
PUPILS
252
AGES
3 - 11
GENDER
Mixed
TYPE
Community school
SCHOOL GUIDE RATING
Not Rated

This school was closed.

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
01273 293653

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
(22/01/2019)
Full Report - All Reports
66%
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)
Hangleton Way
Hove
BN3 8BN
01273770777

School Description

You lead the school with energy and are totally committed to providing the best for all pupils, no matter what their background. Your high aspirations are replicated by staff at all levels. Parents and carers told me they love the inclusive feel of the school. One told me: „All are welcome at “West Blatch”. We wouldn‟t want it any other way.‟ My visits to classrooms enabled me to see first hand the many strengths in teaching and learning. Most pupils were deeply engaged in learning. This included pupils from the specially resourced provision for pupils with special educational needs and/or disabilities (SEND). Pupils were happy to talk to me about their work. Most understood clearly what they were learning and why. Their books showed a good range of work and confirmed your own opinion that most pupils, including those from vulnerable groups, are making good progress in a range of subjects. This includes subjects such as art and French, where pupils‟ books gave me clear evidence of progress, because teachers have high expectations. Despite our shared concerns about rates of absence, it is clear that pupils love coming to school. My discussions with pupils in classrooms, at breaktime and when I talked to a representative group were all extremely positive. Pupils are proud of their school, although they are looking forward to moving into the new building, hopefully in April. They told me about how they enjoy learning about new things, and how friendly West Blatchington is, especially to „new children with different languages‟. They told me that everyone cares, for example, if someone falls over, and that, „Teachers don‟t get angry when you can‟t do your work well enough.‟ At the time of the last inspection, inspectors acknowledged the many strengths of the school. These included the decisive action of leaders to improve the quality of teaching. Inspectors also acknowledged that pupils from disadvantaged backgrounds and those with SEND were doing well at the school. However, they also recognised that achievement in mathematics was not as strong as it was in reading and writing, and that, on occasion, expectations and aspirations were not always high enough. These matters have been addressed successfully. Outcomes in mathematics broadly match those in reading and writing. Expectations of what pupils can achieve are high. Aspirations are even higher and underpin the very inclusive ethos of the school. Since the last inspection, you have continued the important process of selfevaluation. You were able to explain to me clearly the school‟s many strengths, as well as the key priorities for improvement. Pupils from disadvantaged backgrounds make good progress across the school. This is especially the case in the early years and key stage 1, where their outcomes match those of other pupils nationally. However, despite making good progress overall, the achievements of disadvantaged pupils in key stage 2 still do not match those of other pupils nationally. We also agreed that, despite falling levels of overall absence, persistent absence, especially of pupils from vulnerable groups, still needs to be reduced significantly. Safeguarding is effective. Arrangements to safeguard pupils are effective. Leaders have instilled a culture where safeguarding and the protection of children are given the highest priority. As a result, staff are vigilant and know what to do if they have safeguarding concerns. Staff and governors have attended appropriate training. Day-to-day systems to ensure the safety of pupils are sound. All parents who spoke to me feel that their children are safe at school. All parents who replied to Ofsted‟s parent survey were positive about the safety of their children in school. Pupils told me that they feel safe in school because staff care for them well and quickly address any concerns they might have. Inspection findings The school‟s curriculum meets the needs of pupils well. Leaders have ensured that staff maintain an appropriate balance of subjects throughout each year group across the school. Subject leadership is well established. Middle leaders are expected to keep track of what is being covered and when. They are also involved in monitoring the quality of teaching and learning in their areas of responsibility. As a result, pupils‟ books show a good range of work, including in science and subjects other than mathematics and English. Music, which is taught by a specialist teacher, has a high profile in the school. Pupils enjoy their music lessons. Singing assemblies are happy and creative occasions where pupils experience the joy of singing together. Pupils enjoy an appropriate range of extra-curricular activities, especially in sport.

West Blatchington Primary and Nursery School Parent Reviews



unlock % Parents Recommend This School
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 10 responses up to 25-07-2020
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>80, "agree"=>20, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 10 responses up to 25-07-2020
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>70, "agree"=>20, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>10} UNLOCK Figures based on 10 responses up to 25-07-2020
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>70, "strongly_agree"=>0, "agree"=>20, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>10} UNLOCK Figures based on 10 responses up to 25-07-2020
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 10 responses up to 25-07-2020
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>20, "strongly_agree"=>60, "agree"=>20, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 10 responses up to 25-07-2020
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 10 responses up to 25-07-2020
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>80, "agree"=>10, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>10} UNLOCK Figures based on 10 responses up to 25-07-2020
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>80, "agree"=>20, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 10 responses up to 25-07-2020
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 10 responses up to 25-07-2020
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 10 responses up to 25-07-2020
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>60, "agree"=>30, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>10} UNLOCK Figures based on 10 responses up to 25-07-2020
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 10 responses up to 25-07-2020
Yes No {"yes"=>100, "no"=>0} UNLOCK Figures based on 10 responses up to 25-07-2020

Responses taken from Ofsted Parent View

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