So, what are/were your criteria for choosing a good Primary School for your DC?

[LittleOyster]

Just that really. I'm having a bit of dilemma about this... I have been looking at two primaries for DD who'll be starting Reception in 2017. One (where DD attends Nursery) is a church school, very nurturing, lovely warm HT, etc. The other has a swanky new building in lovely grounds, very academic, caters to more middle class, professional families. I think DD has a fair chance of being offered a place at both, but don't know which to rank as her first choice.

So it's got me thinking... What's really important in a primary school? Would love to hear MN-ers thoughts, and what choices you have made/are making for your DC...

Thanks everyone for replying so fully. I really appreciate it. BigWeald, I wish I had read your post before I went on my school visits, as there's loads in there that I hadn't really considered!

This thread has made me completely rethink my preference for 1FE. And underlined the importance of proximity, which I probably hadn't taken seriously enough as an issue.

When we moved from Herts to Yorkshire, my only criteria was proximity to home ie easy walking distance.
Luckily, the closest school had room. We went for a quick look, when we moved and my 2 eldest started the following day. It seemed like a happy school.
That was good enough for us.
All 3 of my children came out of the school with good SATs results.
We have never regretted sending them there.

Glad it worked out for your DC, jamdonut. That happy atmosphere is so important, isn't it?

Where I am I went on proximity and where I can get for my DS. We changed church (were already church attendees from before DS' birth) to get into a local of COE and was best decision we made.
Our borough hasn't enough places for children in borough and a lot of catchment areas are less than a mile.

Proximity and feeling welcoming - the school where the admin staff were scared of the head was knocked down my list. Though didn't get that school nor top choice, and luckily it's turned out well (good exercise, walking a mile twice a day)

I chose for proximity. But disliked the school and moved DCs to another 12 miles away. Yes, we had to change from a gentle stroll to a 20 minute drive, but it was worth it. If I could choose again, I would always go for a tiny school with a warm vibe, somewhere where your child will be known by name by all the staff, lunchtime supervisors etc. Facilities are less important at this age. What is important is that children are happy, learning and feel valued.

After school care
Class size
Aspirations and effort for all children by teachers and parents (so no one is left to languish)

If its an academy ask them whether they intend to provide 190 days teaching for the year (apparently unlike other state schools they're not obliged to). You might want to check what else they're not obliged to do while you're at it.

We've decided to put as our first choice the school where DD currently attends Nursery. It's the closest to home (a 10 minute walk), and has a lovely warm, happy atmosphere. Thanks to everyone who has replied to my OP - your responses give me confidence that we're doing the right thing.

Ps. Webuy, I had no idea that was the case - quite concerning, isn't it? DD's school is not an academy - yet...

1. Welsh language education.
2. Kind staff! Sounds so silly but it means a lot.
3. Proximity.
4. This is a weird one- I'd look for a school where the classes aren't too tiny, My DC started in a very small village school and struggled to make friends because there were so few children their age. Moved them to a bigger school with 30ish kids a year, and there's just a bigger pool to choose from! (All children are different though, many (most?) would do very well in a small school.

I used to give credence to ESTYN (Welsh OFSTED), but now I work a lot in schools and think that these kinds of rating systems are mostly bollocks.

For me homework (the less the better) and lack of gender stereotyping are a big thing. Behaviour is probably my no. 1. As a teacher I take Ofsted reports with a massive pinch of salt.

My two are nearly through primary but my criteria wouldn't be any different now...

1. Seeing happy, confident kids excited about learning, when I looked around

1. distance (near enough to have lots of local friends)

1. A head teacher who held a good balance of education AND whole child development in view

1. A good fit for the individual child (not last, though!)

We raised eyebrows at the time, as the school we chose was not the shiniest - but oh my goodness I have no regrets at all, and am so glad I went with my gut.

We initially chose a 'good' 2 form entry school 5mins walk away. Good reputation, quite a social mix, known for music, not great outdoors space but ok. I went on advice from lots of others that it would be fine.
DS1 unfortunately didn't settle there - he didn't seem to get on with the lack of structure in early years, claimed to be bored, didn't make friends too easily, was doing ok academically as far as i can tell (and it was only reception) but was 'in the middle' . When i spoke to the teachers they just said 'oh, yes - i think everything is fine'. I ended up feeling he was a bit lost.

After xmas of yR we started wondering if it was just settlign in problems and did investigate ohter options. Looked round local independents and out ds1 name down in case a space came up. Things didn't improve and someone was moving so a space at a local prep came up. Moved him after easter - it is a 1 form entry, traditional prep up to yr8, very structured, lots of music and drama. Had no idea if this was going to be a really expensive mistake - however, ds1 has LOVED it. He seemed to thrive on the structure and small environment, incredibly kind loving staff and has become a more confident little boy.

What i am trying to say is, you never quite know how it will work out - both schools sound great, i would go eith your gut instinct !

I lived next door

With hindsight I would look just as much at the upper years as reception, because children don't remain 4 years old and what works for them might not work for an 11 year old.
Personally, I'd want to see good SATs results, meaning good value added and although value added is key, I'd also look for high amounts achieving at the top levels, as an indicator that there would be lots of higher achievers (this is for my DD who is a high achiever and for whom being one of very few has been rather limiting)
I would want more than 1FE too. Small schools can be cosy for a 4 year old, but can struggle to put on the range of extra curricular and to set up meaningful sets for things like maths in the older years. Yes, the class can be in 'tables' but if there are 2 or 3 classes in a year, the setting can be more thorough in my view, with each ability range having a teacher devoted to them, rather than a TA.
It is great to be able to walk. It is great to have an after school or breakfast club. You know how vital these are.
I'd also look for a Head who seems to have the approach to education that you want...I know they can move on, but the Head makes a big difference in a school. So I was interested in SATS, and when Inspoke to the Head and she said 'oh we're not interested in SATS at all here' I knew for one thing that she was lying, because all schools are and have to be interested, but I also knew that this Head was someone who wasn't going to engage with me about that topic in a meaningful way - I wanted to understand the data more and what was behind it, but she was dismissive of my interest, as she also turned out to be about perepetetic music lessons, choirs, competitive sport and any recognition of excellence.

So if you want a school which is low key and doesn't have homework and is very much the local school, look for that...and if you want something else, look for that instead. The problem is that most people don't have much choice....their nearest school is often what they get, regardless of the ethos.

Oh and I'd say look out for schools which historically have required improvement frequently, even if they have made some kind of improvement to good. In my experience, schools in troubled areas which gain 'requires improvement' get lots of help and funds and often claw their way to good, to only descend back to requires improvement.

For us, after school club on-site or picking up from scho. The stress of not knowing if the taxi was going to turn and if it would take DS1 to the correct after school club (yes he was taken by a driver to the wrong place at least once) was just a little too much for me.