Acklam Whin Primary School
Catchment Area, Reviews and Key Information

Primary
School Guide Rating
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Carlbury Avenue
Acklam
Middlesbrough
TS5 8SQ
01642813938
Pupils
496
Ages
3 - 11
Gender
Mixed
Type
Foundation school
4 1 1 2 3 4
NATIONAL AVG. 2.08
Ofsted Inspection
(17/5/18)
Full Report - All Reports
72%
NATIONAL AVG. 65%
% pupils meeting the expected standard in reading, writing and mathematics
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School Description

The leadership team has maintained the good quality of education in the school since the last inspection. Since your appointment in September 2015, you have worked well with other leaders and governors to identify accurately the school’s strengths and priorities for improvement. The leadership team, staff and governors share your ambition to achieve the best academic outcomes for pupils and to provide high-quality personal development and welfare for pupils. Over the last two years, there have been several changes to leadership and staffing roles. These have been managed effectively and the school is in a positive position for its continued development. Leaders and staff have maintained the strengths in the school’s provision for pupils’ personal development, behaviour and welfare, identified at the previous inspection. Positive relationships between staff and pupils, pupils and their peers make this a friendly and caring school. Pupils enjoy the curriculum provided and appreciate the support that staff provide with their learning. They are enthusiastic about the range of healthy activities available, during and after school, and proud of the school’s success in a wide range of sports. Pupils were keen to tell me about your forthcoming production of ‘A Midsummer Night’s Dream’, which is developing their cultural understanding and social skills. Overall, in 2017, your pupils’ attainment at the end of early years and the end of key stage 1 compares very well to the averages found nationally. By the end of key stage 2, pupils’ progress in reading was significantly above the national average and their progress in mathematics was broadly in line with the national average. However, pupils’ progress in writing was significantly below the national averages in 2016 and 2017. Improving pupils’ progress in writing has, rightly, been a focus for leaders and staff. There is evidence of an improving pattern of pupils’ outcomes since 2016. This is continuing for current pupils in the majority of classes in key stage 2. However, you agree that writing remains a focus for the school and you and your staff have increased your efforts this year in order to tackle this area for improvement more rigorously. You are using a range of approaches to continue to improve the quality of teaching. Training by school leaders and external experts is currently focused on improving the quality of teaching of writing and mathematics problem-solving and reasoning. Supportive guidance documents are helping teachers in Year 2 and Year 6 better understand the requirements of the national curriculum writing expectations. You have recently developed approaches to enable teachers to share their expertise, planning and delivering lessons, with guidance and development from senior leaders. Leaders are checking regularly that these developments are making a difference to pupils’ progress. Consequently, this area for improvement in the previous inspection has been largely addressed. Safeguarding is effective. There is a positive safeguarding culture at your school. The leadership team has ensured that all safeguarding arrangements are fit for purpose. They carry out appropriate checks for all staff, governors and volunteers. Staff and governors receive regular and appropriate training so they know how to keep pupils safe, including training about how to protect pupils from radicalisation and extremism. Consequently, staff and governors understand the safeguarding procedures and their own responsibilities. You and your staff work effectively with parents and other agencies. Additional support, such as counselling provision, is available to support pupils who may be vulnerable. Leaders seek external guidance, for example from the local authority, to ensure that best practice is followed. They promptly respond to advice and this improves your safeguarding practice, for example in relation to recording actions following behaviour or bullying incidents. Pupils know how to keep themselves safe, including when they are online. Staff supervise playtimes suitably and there is a wide range of activities for pupils to enjoy. Pupils believe that behaviour in lessons and at other times throughout the day is very good. While the vast majority of parents’ comments about the school were very positive, a small number of parents raised some concerns about bullying. I found that pupils know the different forms that bullying can take. They believe that incidents of bullying are rare and if they do occur they are confident that staff will help them if they have concerns. Your detailed records show that you take all incidents of poor behaviour and bullying, including homophobic name-calling, seriously. Staff make determined efforts to investigate incidents and provide suitable guidance to pupils.

Acklam Whin Primary School Catchment Area Map

This pupil heat map shows where pupils currently attending the school live.

Enter a postcode to see where you live on the map
heatmap example
Source:
All attending pupils
National School Census Data 2020
ONS
Pupil heat map key

How many pupils attending the school live in the area?

Many
Some
Few



The concentration of pupils shows likelihood of admission based on distance criteria

01642 201890, 201891, 201889

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 areas from which pupils are admitted to a school can change from year to year to reflect the number of siblings and pupils admitted under high priority admissions criteria.

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.

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