Aldbury Church of England Primary and Nursery School
Catchment Area, Reviews and Key Information

Primary
PUPILS
107
AGES
3 - 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, ONS
0300 123 4043

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?

Good
NATIONAL AVG. 2.09
Ofsted Inspection
(16/05/2023)
Full Report - All Reports
50%
NATIONAL AVG. 60%
% 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 9% of schools in England) Below Average (About 9% of schools in England) Average (About 67% of schools in England) Above Average (About 6% of schools in England) Well Above Average (About 9% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 9% of schools in England) Average (About 67% of schools in England) Above Average (About 6% of schools in England) Well Above Average (About 8% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 11% of schools in England) Average (About 59% of schools in England) Above Average (About 11% of schools in England) Well Above Average (About 9% of schools in England)
Stocks Road
Aldbury
Tring
HP23 5RT
01442851240

School Description

The leadership team has maintained the good quality of education in the school since the previous inspection. Since you took up your post two years ago, you have developed an excellent understanding of the school’s strengths and weaknesses. You are appropriately self-critical in your evaluation of the school. You are also realistic and accurate in your judgements about how good the school is. Your improvement plan focuses on the right priorities. As a result, the school is good and improving. You are fully aware that there is work still to do to improve the progress pupils make in writing. Pupils love their school. They enjoy their learning and work hard. They say that everyone behaves well, both during lessons and during breaktimes. Pupils are thoughtful and considerate. They are confident, polite and welcoming to visitors. Pupils show good understanding of equality and excellent attitudes to people who share a characteristic protected by law. Parents are very supportive of the school and express high levels of satisfaction with it. Almost three-quarters of parents responded to Parent View, Ofsted’s online questionnaire. Of those that responded, almost all would recommend the school to others. Many chose to leave additional text comments such as: ‘My children benefit from a very positive approach to learning at this school.’ Another said that they were ‘really pleased that my children attend a school where they are happy, feel safe, have fun and learn’. Many parents chose to comment on your leadership specifically. Statements such as ‘Mrs Chiswell is a fantastic headteacher and a blessing to the school’ and ‘this school is very well run with an able headmistress and caring staff’ were typical. Governors have ensured that the areas for development from the previous inspection have been tackled well. Governors display a particularly strong knowledge of the school and of education more generally. They are open, honest and accurate in their responses. They know the school’s priorities for further development very well and have the skills and experience necessary to hold you and the school fully to account. The proficiency, skills and knowledge of the governing body are a strength of the school. Safeguarding is effective. Leaders have ensured that all safeguarding arrangements are fit for purpose. The school’s single central record of pre-employment checks meets statutory requirements. The document is well maintained and checked regularly by leaders and governors. The school’s approach to ensuring that only suitable people are employed to work with children is thorough, well organised and given an appropriately high priority. You have an excellent understanding of the role of designated safeguarding lead. You rightly prioritise this aspect of your role and you understand fully the school’s vital role in keeping children safe. The school’s child protection records are now of good quality as a result of the thorough audit carried out by you and the senior teacher. The detailed chronologies at the front of each child protection file mean that patterns are easy to identify and it is highly unlikely that a pupil would be able to ‘fall between the cracks’. Pupils feel safe at school. They say that there is very little bullying and, when it does occur, it is sorted out quickly by staff. Inspection findings In order to check whether the school remains good, I followed a number of lines of enquiry. Firstly, I looked at whether current pupils are making good progress in writing. I chose to look at this area because published data shows that, for the last two years, pupils’ progress by the end of key stage 2 has been some of the lowest in the country. Leaders and governors have already identified writing as the school’s main priority for improvement. A number of actions have been carried out to improve the quality of pupils’ writing. For example, pupils have been given more regular opportunities to write at length in order to build up their writing stamina. This has worked well and pupils now write at much greater length than previously and are making better progress throughout the school. Other actions have also have been effective in improving the quality of pupils’ writing. For example, teachers have used high-quality books and other texts as stimuli to encourage pupils to want to write. This has worked well and pupils are now much more interested in writing and are keen to be authors. However, the quality of many pupils’ writing is held back by poorly formed handwriting, frequent spelling errors and incorrect use of capital letters. For example, commonly used words such as ‘could’ and ‘said’ are misspelled and the standard past tense (‘ed’ endings) is not used consistently, resulting errors such as ‘walkt’ for ‘walked’. The next area that I looked at was phonics and whether recent improvements are sustainable. Results of the Year 1 phonics screening check were notably high in 2017 and well above the national average. This was an enormous improvement on 2016, with about a third more pupils reaching the expected level. Leaders’ work to improve this area has been highly effective. Leaders have improved staff members’ skills in teaching this key area and the consistency with which phonics is taught. For example, leaders focused on ensuring that adults enunciate sounds clearly and precisely in order that pupils are able to identify individual sounds accurately. Leaders have also ensured that phonics sessions are well structured, giving pupils the opportunity to learn, practise and then apply their new knowledge and skills. Leaders have worked, and continue to work, with staff throughout the school to improve their subject knowledge and ability to teach phonics effectively. For example, the literacy subject leader has provided phonics workshops for teaching assistants focusing on issues identified during observations of sessions. Assessment of the progress that the current Year 1 pupils are making indicates that a similarly high proportion are likely to reach the expected level in the 2018 phonics screening check. Children in the current Reception class, in their first term at school, are already making good progress with learning phonics. The third area that I looked at was whether the most able disadvantaged pupils make the progress that they should. I chose to look at this area because published data suggests that the most able disadvantaged pupils do not do as well as they should. However, the very small number of disadvantaged pupils means that data must be treated with caution. There are currently 14 disadvantaged pupils in the school, with two disadvantaged pupils in most year groups. It is, therefore, impossible to draw meaningful conclusions about the progress of a group within this group. Leaders know these pupils very well as individuals. They ensure that appropriate support is put in place for disadvantaged pupils in order to meet their needs. As a result, disadvantaged pupils throughout the school are making good progress, with many making rapid progress. My final line of enquiry concerned attendance. I looked at this area because the most recent published attendance figures showed that pupils’ absence was too high. I checked whether pupils’ attendance has improved and whether any groups of pupils are disadvantaged by low attendance. Leaders have taken effective action and attendance is improving. The overall attendance figure for the last academic year was just above the national average. Leaders and governors refuse to authorise any holidays during term-time. Despite their best efforts, this continues to be an area that drags pupils’ attendance down. No groups of pupils are disadvantaged by low attendance.

Aldbury Church of England Primary and Nursery School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>82, "agree"=>15, "disagree"=>3, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 66 responses up to 16-05-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>86, "agree"=>12, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 66 responses up to 16-05-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>70, "agree"=>23, "disagree"=>6, "strongly_disagree"=>0, "dont_know"=>2} UNLOCK Figures based on 66 responses up to 16-05-2023
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>74, "strongly_agree"=>9, "agree"=>6, "disagree"=>5, "strongly_disagree"=>2, "dont_know"=>5} UNLOCK Figures based on 66 responses up to 16-05-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>67, "agree"=>30, "disagree"=>3, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 66 responses up to 16-05-2023
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>29, "strongly_agree"=>44, "agree"=>20, "disagree"=>3, "strongly_disagree"=>2, "dont_know"=>3} UNLOCK Figures based on 66 responses up to 16-05-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>73, "agree"=>27, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 15 responses up to 16-05-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>44, "agree"=>44, "disagree"=>5, "strongly_disagree"=>0, "dont_know"=>8} UNLOCK Figures based on 66 responses up to 16-05-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>68, "agree"=>29, "disagree"=>3, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 66 responses up to 16-05-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>61, "agree"=>33, "disagree"=>6, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 66 responses up to 16-05-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>68, "agree"=>30, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 66 responses up to 16-05-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>79, "agree"=>21, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 66 responses up to 16-05-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>73, "agree"=>24, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>3} UNLOCK Figures based on 66 responses up to 16-05-2023
Yes No {"yes"=>98, "no"=>2} UNLOCK Figures based on 66 responses up to 16-05-2023

Responses taken from Ofsted Parent View

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