Ashill Voluntary Controlled Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
110
AGES
4 - 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
(8/3/18)
Full Report - All Reports
79%
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

The Oaks
Ashill
Thetford
IP25 7AP
01760440403

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. Since your appointment as headteacher in September 2015, you have built a cohesive and energetic leadership team that shares your dedication and drive for continual improvement. Leaders are developing their skills well, using their ‘scrapbooks’ to show how they are improving their areas of responsibility. You, leaders and governors are accurate in your evaluation of the school’s strengths and areas for improvement. Governors demonstrate a strong sense of commitment to, and expertise in, their roles. As a new headteacher, you ask for support from the local authority when it is required, and act upon this advice appropriately. The school has good leadership capacity to improve further. You have ensured that the school’s new tracking system enables pupils’ progress to be robustly checked using accurate assessments made by teachers. This highlights pupils who are at risk of underachievement so that individualised support can be put in place quickly and effectively. Additionally, you are developing nurture provision to meet the social and emotional needs among an increasing number of pupils. The quality of teaching and learning is monitored rigorously. Teachers’ skills are improved through effective training and helpful support from experienced school practitioners. It is clear that you have the highest expectations of staff and pupils. In return, you are proud of your dedicated staff and hardworking, well-behaved pupils. Relationships between adults and pupils are warm and respectful. Staff know every child well. As a result, pupils are achieving well, academically and socially, in this welcoming, calm school. Pupils state that they enjoy coming to school and partaking in the stimulating curriculum, including the extra-curricular activities. Parents and carers are overwhelmingly supportive of the school. All parents who responded to the online questionnaire, Parent View, agreed with all the statements. One typically commented: ‘There are high expectations of behaviour, lots of praise and celebrations of successes and clear consequences. The staff all know my children well and have positive relationships with them, going above and beyond to support them both academically and emotionally.’ Strong, effective leadership in the early years ensures that children make a good start to their school life. Expectations are high, routines are clear and tasks are well matched to the children’s needs and interests. As a result, children make good progress from their various starting points. They are able to develop their own learning. I observed a small group of children deciding to perform a play with the puppets they had just made, enhancing their speaking and listening skills. Children are well prepared for Year 1. You have ensured that the most able pupils are sufficiently challenged, which was an area to develop from the previous inspection report. All ability groups have opportunities to complete a variety of challenges in English and mathematics to demonstrate their understanding, including the most able pupils. This is enabling pupils to make good and better progress from their starting points. The progress that pupils make from the end of key stage 1 to the end of key stage 2 in writing is a strength of the school. It has been in the highest 20% nationally for two years. In 2017, pupils’ attainment in writing at the end of Year 2 was in the highest 10% nationally. In addition, all pupils met the expected standard in the Year 1 phonics screening check. However, you acknowledge that there is more work to be done to ensure that English and mathematics outcomes are consistently high across the school. During our learning walks and while looking at books, we could see that there were some missed opportunities for developing pupils’ use of mathematics in other subjects. Improvements in the teaching and learning of English grammar, punctuation and spelling have not yet had time to show a full impact on pupils’ outcomes at the end of Year 6. Safeguarding is effective. The culture of safeguarding in your school is strong. As the designated safeguarding lead, you ensure that all staff and governors receive regular, up-to-date training. Relevant documentation is well organised and of the highest quality. Child protection referrals are followed up appropriately. The pupils who went swimming during the inspection were covered by high-quality risk assessments for the bus journeys and their time at the local leisure centre.

Ashill Voluntary Controlled Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree 84% Agree 16% Disagree 0% Strongly Disagree 0% Don't Know 0% {"strongly_agree"=>84, "agree"=>16, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} Figures based on 25 responses up to 09-03-2018
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Figures based on 25 responses up to 09-03-2018

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Figures based on 25 responses up to 09-03-2018

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Figures based on 25 responses up to 09-03-2018

unlock

Figures based on 25 responses up to 09-03-2018

unlock

Figures based on 25 responses up to 09-03-2018

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Figures based on 25 responses up to 09-03-2018

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Figures based on 25 responses up to 09-03-2018

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Figures based on 25 responses up to 09-03-2018

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Figures based on 25 responses up to 09-03-2018

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Figures based on 25 responses up to 09-03-2018

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Figures based on 25 responses up to 09-03-2018

Responses taken from Ofsted Parent View

Your rating:
Review guidelines
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