All Saints CofE Junior School
Catchment Area, Reviews and Key Information

Primary
School Guide Rating
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Westborough Road
Maidenhead
SL6 4AR
01628622596
Pupils
294
Ages
7 - 11
Gender
Mixed
Type
Voluntary controlled school
4 1 1 2 3 4
NATIONAL AVG. 2.08
Ofsted Inspection
(2/2/17)
Full Report - All Reports
56%
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. You have ensured that there is an extremely strong sense of cohesion in the school. You have built an effective team whose members work together to provide high-quality learning opportunities and good support for the pupils. Pupils appreciate the fact that every pupil is well known and that they look after each other. Staff say that you have high expectations for the outcomes of all pupils and that there is real rigour to the new systems you have brought in, since you started in September 2016. You and the senior staff have formed a strong partnership and provide clear direction for the school. You frequently check the quality of teaching and its impact on pupils’ learning. You work closely with teachers to plan the precise steps that need to be taken, in order to further improve the quality of teaching and learning. You have empowered more staff to lead in the school, which has increased the school’s capacity for improvement. In the words of one member of staff, ‘We have been reinvigorated.’ You have been effective in developing pupils’ ability to reflect. As a result, pupils have an increased understanding of the beliefs and cultures of other people, both in their own country and across the world. Pupils understand the importance of mutual respect, courtesy and good order. They are courteous and considerate to each other and thoroughly enjoy coming to school. One parent told the inspector, ‘Even when my children are unwell they find an excuse to come in.’ Teaching assistants and teachers work well together to support pupils’ needs. They provide individual support as well as working with groups of pupils in the classroom. This enables pupils to make rapid progress and consequently standards are rising. Your assessments show that current pupils are making stronger progress than pupils have done previously, particularly in writing. Pupils value their time in lessons because they say that staff explain difficult ideas clearly. At the time of the last inspection, inspectors asked leaders: to require pupils to produce high-quality writing across the curriculum; to increase the challenge for learners capable of making more rapid progress; to require pupils to research topics for themselves to develop a deeper understanding of subjects. Inspectors also asked leaders to further strengthen the system for monitoring pupils’ progress, to sustain faster rates of progress for the most able pupils. Leaders have addressed most of these areas successfully so that now: pupils produce well-written pieces of work for a range of subjects lessons typically, but not consistently, have a good level of challenge pupils have good opportunities to find things out for themselves leaders have detailed knowledge of how pupils are progressing and use this effectively to plan next steps. You are aware that pupils’ writing skills are still not as strong as those in reading and mathematics. There are too few opportunities for pupils to write at length. There are also times when the level of challenge is not sufficiently high, especially for the most able pupils. Safeguarding is effective. Safeguarding has a high profile in this school. You are one of the designated leads for safeguarding and, along with the school’s leadership team, you have ensured that all safeguarding arrangements are fit for purpose. Staff are well trained and know who they must refer to if they have a concern about a pupil. Governors are knowledgeable about safeguarding procedures through regular training and updates. You have improved pupils’ attendance well. You take direct action to deal with poor attendance and are prepared to challenge it. You showed me some examples of where staff had acted swiftly and followed the school’s safeguarding procedures appropriately. Leaders work closely and effectively with other professionals to protect pupils. Consequently, you deal with all concerns promptly and are vigilant in pursuing any necessary further action with external agencies. Pupils said that they felt safe at school. You have provided opportunities for pupils to learn about how to stay safe and reduce risk, including when they are online.

All Saints CofE Junior 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?

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

01628 683800

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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