Ann Cam Church of England Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
101
AGES
4 - 11
GENDER
Mixed
TYPE
Voluntary aided school
SCHOOL GUIDE RATING
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How Does The School Perform?

4 1 1 2 3 4
NATIONAL AVG. 2.08
Ofsted Inspection
(9/2/17)
Full Report - All Reports
64%
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)
Bayfield Gardens
Dymock
GL18 2BH
01531890424

School Description

The leadership team has maintained the good quality of education in the school since the previous inspection. Your appointment as executive headteacher renewed leaders’ focus on improving outcomes for pupils at the school. You, along with governors, have created a strong ethos where the school’s Christian values of ‘Respect, Thankfulness and Friendship’ underpin all aspects of school life. Staff support these values and help to create a harmonious, supportive environment in which children learn well, are happy, safe and secure. As a result, pupils across all year groups are making good progress and show good attitudes to their learning. All parents who spoke to me, or responded to Parent View, Ofsted’s online questionnaire, were extremely positive about the school and said they would recommend it to others. They acknowledge the noticeable difference you have made to the quality of pupils’ learning and the progress they make. Comments such as ‘my daughter has progressed in leaps and bounds’ and ‘standards have risen appreciably’ are typical. The school’s warm, friendly atmosphere is highly valued by parents who said that their children feel ‘safe and loved’. A range of extra activities and experiences enhance the school’s broad curriculum. These encourage pupils to make their own contribution to improving school life through, for example, membership of the pupil council and the house system. Year 6 pupils are proud of being ‘buddies’ to the Reception children. Through their own initiative, they are introducing a ‘buddy bench’ on the playground so that no pupil will feel lonely at break times. Since the previous inspection, teachers and leaders have worked hard to improve the school. Pupils now use their phonic skills regularly to support their reading. This has helped more pupils reach the expected standard in phonics by the end of Year 1. Pupils revisit their work, using the advice teachers give them to make it even better. This is helping current pupils to make good progress from their starting points. Evidence shows that extension activities are now planned regularly in mathematics. Nonetheless, you agree that it is time to ensure that mathematics teaching provides regular opportunities for pupils to extend their skills so that more achieve the highest standards of attainment in key stages 1 and 2. Additionally, you recognise that middle leadership is in its early stages of supporting the development of pupils who have special educational needs and/or disabilities. Safeguarding is effective. Safeguarding arrangements are secure and followed meticulously by all staff. Leaders ensure that records are detailed and of high quality. Staff recognise the signs of abuse and how to report any concerns about a pupil, including those risks posed by female genital mutilation, child sexual exploitation and radicalisation. Governors evaluate the effectiveness of safeguarding procedures regularly. You and your staff have created an environment in which pupils say they feel safe. They understand the different types of bullying that can occur, although incidents are rare. Pupils say their teachers deal promptly and effectively with any issues that arise. A well-planned programme of activities, such as regular presentations on esafety, help to raise pupils’ awareness of how they can reduce risks in their everyday lives. Inspection findings During this inspection, I focused on: how well children develop their reading skills between the Reception Year and key stage 1; whether current pupils who have special educational needs and/or disabilities are making good progress from their starting points; the progress of current pupils in key stage 2; and the effectiveness of leaders’ actions to improve attendance. We agreed the focus on how transition from the early years to key stage 1 helps pupils to achieve better, especially in reading in key stage 1. Children’s progress in the early years is good and they achieve broadly in line with children nationally. Good links are established with the on-site, independently run nursery through monthly visits to the early years class. This helps to make the children’s transition easier and allows them to settle into the school quickly. Children have access to a wide range of activities in the early years, in speaking and listening. There are plenty of opportunities for outdoor learning, with the ‘bug hotel’ proving particularly popular with both children and parents.

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
01452 425407

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.

Ann Cam Church of England Primary School Reviews


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