Acle St Edmund Voluntary Controlled Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
185
AGES
5 - 11
GENDER
Mixed
TYPE
Voluntary controlled 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 2021, ONS
0344 800 8020

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?

4 1 1 2 3 4
NATIONAL AVG. 2.08
Ofsted Inspection
(27/2/19)
Full Report - All Reports
73%
NATIONAL AVG. 65%
% 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 10% of schools in England) Below Average (About 8% of schools in England) Average (About 67% of schools in England) Above Average (About 5% of schools in England) Well Above Average (About 10% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 7% of schools in England) Average (About 64% of schools in England) Above Average (About 9% of schools in England) Well Above Average (About 10% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 11% of schools in England) Average (About 58% of schools in England) Above Average (About 10% of schools in England) Well Above Average (About 10% of schools in England)

School Results Over Time

2017 2018 2019 UNLOCK

% pupils meeting the expected standard in Key Stage 2 tests (age 11)
2017 2018 2019 UNLOCK

% pupils meeting the higher standard in Key Stage 2 tests (age 11)

These results over time show historic performance for key exam results. We show pre-pandemic results as the fairest indicator of whether performance is up, down or stable

Fletcher Way
Acle
Norwich
NR13 3RQ
01493750322

School Description

The leadership team has maintained the good quality of education in the school since the previous inspection. You and your staff have ensured that the school is one in which pupils and staff work together harmoniously. You and your leaders have detailed knowledge of each pupil and the quality of education the school provides for them. Correctly, you are adapting aspects of the school’s work to cater for the changing needs of a small number of pupils. These adaptations have helped staff to maintain the good quality of education. Published information and inspection evidence show that the quality of education in early years remains strong. Children make good progress from their individual starting points and they are suitably prepared for Year 1. Similarly, pupils make good progress in many subjects by the end of key stage 1. Their attainment in reading, writing and mathematics has typically been in line with that of other pupils nationally. Pupils behave well; they know and respect the school’s golden rules. Pupils mostly work hard, listen respectfully to each other’s views, and are kind and thoughtful. They mix happily at break and lunch times. Leaders provide appropriate support for the small number of pupils who find it hard to make the correct behaviour choices. These pupils’ behaviour is improving as a result. Staff told me that their morale is high and that they are supportive of you and your leaders. Staff value the training that has improved their understanding of pupils’ barriers to learning and how to overcome them. All staff who responded to the online survey agreed they are: proud to work at the school; well supported; trusted to innovate in their work; and that the training they receive supports improvement in their practice. Most staff agree that, despite the changes you are introducing, you are considerate of their workload The governing body is effective in its work. Governors gather information about the quality of education from a wide range of sources. They use this information to acknowledge the achievements of staff and pupils and to challenge leaders where improvements need to be made. Staff I spoke with hold the governing body in high esteem. They told me that governors are dutiful in carrying out their responsibilities, such as checking on the provision for pupils with special educational needs and/or disabilities. Governors wholeheartedly share leaders’ commitment to provide pupils with a broad curriculum that develops their creativity and knowledge of the world around them. While governors check the breadth and depth of the curriculum pupils have access to, they are less knowledgeable about its quality. Governors and leaders welcome the help and challenge the local authority provides. This support has helped you efficiently bring about improvements where they are needed. It has also affirmed your accurate judgement of the quality of education at the school. Most parents are highly supportive of the school’s work. Parents I spoke with told me how much their children enjoy coming to school. They also explained how attentive staff are to pupils’ social and academic needs. Parents also expressed appreciation for the many opportunities in the curriculum to enrich their children’s learning. However, a small number of parents would welcome more timely communication about their children’s education. You and the governors are, rightly, reflecting on how you can improve the school’s strategies for communicating with parents. Safeguarding is effective. The school’s safeguarding systems and processes are fit for purpose. You and your staff are vigilant in ensuring that pupils are safe and cared for well. Leaders, including governors, have made sure staff are properly trained and routinely updated on safeguarding matters. For example, leaders recently refreshed staff’s understanding of the importance of making accurate, timely referrals to the school’s designated safeguarding leaders. Inspection evidence demonstrates that when adults refer any concerns about a pupil’s well-being, leaders act swiftly and effectively. Pupils explained that they feel safe and well looked after by adults. Pupils told me that if they are anxious or worried they could talk with any member of staff.

Acle St Edmund Voluntary Controlled Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree 65% Agree 27% Disagree 4% Strongly Disagree 3% Don't Know 1% {"strongly_agree"=>65, "agree"=>27, "disagree"=>4, "strongly_disagree"=>3, "dont_know"=>1} Figures based on 71 responses up to 20-06-2019
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Figures based on 71 responses up to 20-06-2019

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Figures based on 71 responses up to 20-06-2019

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Figures based on 71 responses up to 20-06-2019

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Figures based on 71 responses up to 20-06-2019

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Figures based on 71 responses up to 20-06-2019

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Figures based on 71 responses up to 20-06-2019

unlock

Figures based on 71 responses up to 20-06-2019

unlock

Figures based on 71 responses up to 20-06-2019

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Figures based on 71 responses up to 20-06-2019

unlock

Figures based on 71 responses up to 20-06-2019

unlock

Figures based on 71 responses up to 20-06-2019

Responses taken from Ofsted Parent View

Your rating:
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