Aintree Davenhill Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
464
AGES
3 - 11
GENDER
Mixed
TYPE
Community school
SCHOOL GUIDE RATING
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UNLOCK

How Does The School Perform?

4 1 1 2 3 4
NATIONAL AVG. 2.08
Ofsted Inspection
(11/9/18)
Full Report - All Reports
77%
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)
Aintree Lane
Aintree Village
Sefton
L10 8LE
01515261162

School Description

You and the leadership team have maintained the good quality of education since the last inspection. You have established a positive culture and ethos. Staff learn from each other through masterclasses and lesson studies. They are well trained and take part in activities with other schools to learn from other Sefton teachers. Relationships between everyone in the school are polite, productive, professional and warm, which gives the school a welcoming and friendly feel. A parent, whose opinion was typical of many, commented on Parent View, ‘The general feel of the school is one that is well organised and led, with an approachable team who are genuinely interested in the children’s learning and behaviour.’ After the previous inspection, you were asked to improve pupils’ achievement in writing as well as the effectiveness of teaching and learning. Across the school, and by the end of Year 6, pupils’ attainment in writing has increased. The accuracy and quality of pupils’ spelling and handwriting have also improved. We agreed that the next stage is to increase the proportion of pupils attaining the expected and higher standards in writing, particularly in key stage 1. We also agreed that pupils’ writing in subjects other than English needs to be improved. The impact of teaching on pupils’ learning has improved in the last four years. The proportion of children reaching a good level of development by the end of Reception has increased year on year. The proportion of pupils attaining the expected standard in reading, writing and mathematics by the end of Year 6 has increased. You have also worked successfully to improve teaching and learning in science and pupils’ work reflects, in their experiments and reports, a good standard of scientific knowledge and skill. Standards are also good in art, a subject which the pupils said that they really enjoy. Pupils’ achievement in mathematics is excellent. Safeguarding is effective. You have ensured that all safeguarding arrangements are fit for purpose. Pupils said that they feel safe. Leaders have improved the security of the site and have established a culture alert to safety. Staff are thoroughly vetted to make sure they are eligible to work with pupils. They have a good induction to safeguarding and are updated and trained frequently to make sure they have the knowledge they need to identify when a pupil may be at risk from harm. The staff work well with other agencies such as the police, social care, parenting groups and counsellors to share information when appropriate to help protect each pupil. A line of enquiry at the start of the inspection was to identify why the child protection policy on the school’s website did not refer to the national changes that came into effect at the start of September. By the end of the inspection you had made sure that the draft new policy was uploaded to the website and ready for governors’ approval. Training for leaders has been booked with the local authority this week and then for all staff next week to make them aware of the national changes. Inspection findings My lines of enquiry at the start of the inspection were to look at: – the progress pupils make in writing and reading in key stage 1 – the quality and impact of subjects other than English and mathematics, in particular design and technology, geography, and computing – how leaders use external funds, update policies and make sure the school meets its statutory duties; for example, with regard to the information they put on the website. Pupils are keen and accurate readers, skilfully segmenting words into the different sounds and putting sounds together to spell words. You changed the way you teach reading to the younger pupils. You now spend more time than previously teaching the pupils how to read and spell by breaking down words into the different sounds (phonics). Consequently, a higher proportion of pupils attain the expected standard in phonics by the end of Year 1 and Year 2. The data suggests, however, that this high attainment does not transfer into higher standards in the reading and writing assessments by the end of Year 2. In part, this is because staff are cautious about stating that a pupil definitely has attained the standard. It is also because the Year 2 assessments are more focused on comprehension skills than being able simply to read the words on the page. You have already increased the teaching of comprehension skills during the week and we agreed that you could go even further by asking comprehension questions during phonics lessons.

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 2020, ONS
0845 140 0845

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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