Western Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
293
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

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?

Requires Improvement
NATIONAL AVG. 2.09
Ofsted Inspection
(17/05/2023)
Full Report - All Reports
50%
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)
Broadway
North East Lincolnshire
Grimsby
DN34 5RS
01472311550

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You and colleagues have high aspirations for the pupils in your care. Those parents I spoke with and those who submitted free-text information in response to Ofsted’s online questionnaire were all unequivocally positive about the school and the success their children achieve there. You, your staff and the governors put children at the heart of everything you do to make improvements and, as a result, pupils make good progress from their often very low starting points. You are particularly receptive to pupils’ individual needs and accommodate pupils who join you from other schools, even as late as Years 5 and 6. To you, every child does matter. Staff go the extra mile to include all pupils in everything that the school does to support pupils’ learning and personal development. You are very ambitious for your pupils. You lead and manage the school very effectively. Staff and governors all trust your good judgement regarding school improvement and support you fully in initiating changes that benefit pupils. The calm, welcoming and industrious environment you have established in the school helps pupils feel safe, happy and valued at school. They trust their teachers and know that everyone at the school is there to help them. They learn from the way staff support them how to show kindness and respect to others, and are particularly sensitive to those pupils who sometimes face challenging circumstances at school and home. Your expectations of all staff are high and you provide the support, guidance and training that they need to carry out their responsibilities effectively. Staff say that are very proud and happy to work at the school, because they feel cared for and valued. Following a decline at both key stages in pupil outcomes at the end of 2016, pupils’ performance improved to above the national average in reading, writing and mathematics, in 2017. The school’s assessments for current pupils convincingly indicate that pupils are making good progress and are on track to achieve well in the national tests this year. A rising number, including among the disadvantaged pupils, are working at greater depth in their learning. Pupils say that they enjoy learning because teachers make lessons interesting and fun. You and your leaders ensure that teaching and learning are at least good. You evaluate the school’s performance accurately and know where action is required to improve further. Subject and phase leaders take effective action to bring about improvements in their areas of responsibility. They check pupils’ progress closely and instigate extra support where pupils are at risk of falling behind their targets. Teachers’ assessments are accurate and reliable. Leaders ensure that teachers use this information to plan work to meet pupils’ needs. Most pupils are challenged well but expectations could be raised further at key stage 1, particularly in reading and mathematics. Following the dip in outcomes in 2016, you have taken effective action to make improvements to accelerate pupils’ progress. The increased focus on extending pupils’ mental arithmetic skills is proving successful. More pupils are working at a greater depth of learning, especially in their mental agility in arithmetic. Pupils know how to work methodically when tackling multi-step problems. Outcomes in writing at both key stages are consistently good, because pupils write regularly in all subjects. They know how to compose a formal letter, write up scientific investigations, reflect on what life was like in ancient times and debate the long-term impact of pollution on our planet. While the teaching of phonics is good to support pupils’ reading and pupils say they enjoy reading, a few explained that they do not read much outside school. Leaders have introduced books to motivate boys, for example about superheroes, because boys lag behind the girls in reading. The school could do more to gain the support of parents and carers in helping with their children’s learning at home by, for example encouraging them to read regularly. The teaching of basic literacy skills is good and pupils have a secure grounding at the end of Year 2. Errors do occur in pupils’ grammar, punctuation and spelling, when pupils at both key stages fail to apply their skills correctly in their writing and reading. Through regular visits to school to observe learning and talk with pupils about their work, governors know the school’s strengths and weaknesses well. They understand that many pupils and their families face immense challenges in their lives. Governors have the best interests of pupils, parents and the school at heart at all times. They have the skills and expertise to support developments and ensure that funds are maximised to accelerate the progress of all pupils. They examine information from the headteacher regarding pupils’ progress, and challenge leaders if pupils are not achieving as well as they should. Children start in the nursery with skills that are below those typical for their age. A high number are disadvantaged or have special educational needs (SEN) and/or disabilities. Also, a number join the school at key stage 2, often having had many interruptions in their learning. You and your staff accommodate the needs of all pupils very effectively; they all make good progress. The proportion of pupils that meets the expected standard at the end of their Reception year and at the end of Year 6 is above the national average. Good teaching throughout the school ensures this good progress. Many pupils achieve at greater depth in reading, writing and mathematics at the end of Year 6, including disadvantaged pupils.

Western Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>57, "agree"=>14, "disagree"=>21, "strongly_disagree"=>0, "dont_know"=>7} UNLOCK Figures based on 14 responses up to 17-05-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>64, "agree"=>21, "disagree"=>7, "strongly_disagree"=>7, "dont_know"=>0} UNLOCK Figures based on 14 responses up to 17-05-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>64, "agree"=>29, "disagree"=>0, "strongly_disagree"=>7, "dont_know"=>0} UNLOCK Figures based on 14 responses up to 17-05-2023
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>64, "strongly_agree"=>0, "agree"=>0, "disagree"=>14, "strongly_disagree"=>21, "dont_know"=>0} UNLOCK Figures based on 14 responses up to 17-05-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>29, "agree"=>50, "disagree"=>0, "strongly_disagree"=>21, "dont_know"=>0} UNLOCK Figures based on 14 responses up to 17-05-2023
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>21, "strongly_agree"=>43, "agree"=>7, "disagree"=>14, "strongly_disagree"=>14, "dont_know"=>0} UNLOCK Figures based on 14 responses up to 17-05-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>75, "agree"=>0, "disagree"=>0, "strongly_disagree"=>25, "dont_know"=>0} UNLOCK Figures based on 10 responses up to 17-05-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>36, "agree"=>50, "disagree"=>7, "strongly_disagree"=>7, "dont_know"=>0} UNLOCK Figures based on 14 responses up to 17-05-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>64, "agree"=>21, "disagree"=>7, "strongly_disagree"=>7, "dont_know"=>0} UNLOCK Figures based on 14 responses up to 17-05-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>50, "agree"=>21, "disagree"=>14, "strongly_disagree"=>14, "dont_know"=>0} UNLOCK Figures based on 14 responses up to 17-05-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>50, "agree"=>36, "disagree"=>0, "strongly_disagree"=>7, "dont_know"=>7} UNLOCK Figures based on 14 responses up to 17-05-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>57, "agree"=>29, "disagree"=>7, "strongly_disagree"=>0, "dont_know"=>7} UNLOCK Figures based on 14 responses up to 17-05-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>43, "agree"=>36, "disagree"=>0, "strongly_disagree"=>14, "dont_know"=>7} UNLOCK Figures based on 14 responses up to 17-05-2023
Yes No {"yes"=>79, "no"=>21} UNLOCK Figures based on 14 responses up to 17-05-2023

Responses taken from Ofsted Parent View

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