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  • The Isaac Newton Primary School
    Dysart Road
    Grantham
    Lincolnshire
    NG31 7DG
  • Head: Mr Chris Heathcote
  • F 01476 573 042
  • E [email protected]
  • W www.isaacnewto….eschools.co.uk
  • A state school for boys and girls aged from 4 to 11.
  • Boarding: No
  • Local authority: Lincolnshire
  • Pupils: 406
  • Religion: None
  • Ofsted:
    • Latest Overall effectiveness Good 1
      • Early years provision Good 1
      • Outcomes for children and learners Good 1
      • Quality of teaching, learning and assessment Good 1
      • Personal development, behaviour and welfare Good 1
      • Effectiveness of leadership and management Good 1
    • 1 Full inspection 14th September 2017
  • Ofsted report: View the Ofsted report

What the school says...

Isaac Newton Primary School is a forward looking, progressive primary school where children are offered the highest standard of teaching and are presented with the best opportunities for learning.

Last year the school underwent a major rebuild (1,000,000). The new buildings were officially opened in January 2006. They have given us the opportunity to develop learning areas more suited to the age and developmental needs of our children.

Since the start of the school year we have implemented a number of other new initiatives:

1. The establishment of a learning support unit, 'Apple Seeds'.
2. A weekly newsletter linked to our school website.
3. The installation of interactive whiteboards in all classes.
4. Wireless network coverage across the whole school.
5. Updated pupil tracking system.
6. Successful inclusion programme.
7. School travel plan.
8. Focussed intervention strategies (catch up programmes).
9. Gifted and talented programme.

In May 2006 OFSTED identified Isaac Newton as a good school.
...Read more

This is not currently a GSG-reviewed school.

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Please note: Independent schools frequently offer IGCSEs or other qualifications alongside or as an alternative to GCSE. The DfE does not record performance data for these exams so independent school GCSE data is frequently misleading; parents should check the results with the schools.

Who came from where

Who goes where

Special Education Needs

The school has recently adopted its own system of tracking in KS1 and KS2. In literacy and numeracy, assessment and target setting is based on the initial national curriculum levels which are recorded for every child at the start of each year. Every child is then given a set of ‘step by step’ target sheets in English and maths which are used to assess progress and help in planning. Progress is monitored termly using point scores. The new database and tracking system has provided all staff with an overall picture of their children in a whole school context and has also enabled us to provide more focussed intervention. Children with SEN are identified from the Nursery stage onwards via baseline, statutory,non-statutory and in-school testing and monitoring by teaching and support staff. Those identified are allocated time with a Learning Support Assistant (LSA), teaching is differentiated and groups are withdrawn as necessary for intensive remediation following strategies specified in Individual Education Plans (IEP's).

Interpreting catchment maps

The maps show in colour where the pupils at a school came from*. Red = most pupils to Blue = fewest.

Where the map is not coloured we have no record in the previous three years of any pupils being admitted from that location based on the options chosen.

For help and explanation of our catchment maps see: Catchment maps explained

Further reading

If there are more applicants to a school than it has places for, who gets in is determined by which applicants best fulfil the admissions criteria.

Admissions criteria are often complicated, and may change from year to year. The best source of information is usually the relevant local authority website, but once you have set your sights on a school it is a good idea to ask them how they see things panning out for the year that you are interested in.

Many schools admit children based on distance from the school or a fixed catchment area. For such schools, the cut-off distance will vary from year to year, especially if the school give priority to siblings, and the pattern will be of a central core with outliers (who will mostly be siblings). Schools that admit on the basis of academic or religious selection will have a much more scattered pattern.

*The coloured areas outlined in black are Census Output Areas. These are made up of a group of neighbouring postcodes, which accounts for their odd shapes. These provide an indication, but not a precise map, of the school’s catchment: always refer to local authority and school websites for precise information.

The 'hotter' the colour the more children have been admitted.

Children get into the school from here:

regularly
most years
quite often
infrequently
sometimes, but not in this year


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