Aston-on-Trent Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
195
AGES
4 - 11
GENDER
Mixed
TYPE
Community 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
01629 537499

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
(13/11/19)
Full Report - All Reports
88%
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

Long Croft
Aston-on-Trent
Derby
DE72 2UH
01332799478

School Description

Pupils receive a high quality of education. They respect one another and relationships between staff and pupils are good. Staff have consistently high expectations of pupils. They want pupils to be able to do their best and enjoy what they are learning. Pupils are keen to learn and like coming to school. Pupils are proud to take on responsibilities such as being a class ambassador, school councillor or playground buddy. They enjoy taking part in the wide range of extracurricular activities provided for them. Pupils are polite and behave well in lessons and at breaktime. They are friendly and courteous. For example, they hold doors open for each other and line up sensibly. Pupils say that they are happy and feel safe because staff look after them and care about what they have to say. They speak highly of the school and say that there is very little bullying. They are confident that any bullying would be sorted out quickly. Parents value the care that staff show for all children. One parent said, ‘The teachers here are supportive and approachable. I am so pleased my children come to this school.’ What does the school do well and what does it need to do better? Leaders are ambitious for pupils. They provide a broad curriculum with rich experiences. For example, they make sure that pupils visit places of worship and meet people from different cultures. Pupils learn about different jobs that people do and leaders plan to develop this further. They want pupils to be well prepared for the future. Leaders have improved the school since the last inspection. Staff work well together as a close team so that they can meet the needs of all pupils. They say that leaders support them and make their workload manageable. Children soon settle into the Reception Year. Staff waste no time in teaching children to read. Children learn to recognise sounds and blend them fluently so that they can read words. Pupils in key stage 1 learn to decode well and read simple texts. Teachers make sure that the books that pupils read match the sounds which they know. Older pupils read longer and more challenging texts, including works of classical fiction. Teachers help pupils to ‘read between the lines’ so that they can explain what the author means. Some teachers choose exciting and interesting books to read to the class. However, not all pupils get to enjoy this regularly. Teachers plan work that builds on what pupils know in mathematics. Young children quickly develop a strong understanding of numbers. They learn to form these correctly. Pupils in key stage 1 use different ways to count on and add different amounts. They explain what they are thinking clearly. Pupils are keen to learn their multiplication tables. Some pupils know them very well. Pupils have lots of opportunities to use their mathematical skills to solve problems. They can explain how they have worked out their answers. Pupils said that they feel challenged and that they are given enough help when they find something difficult. Pupils do not disrupt each other’s learning. They are attentive and eager to improve. In history, teachers make sure that that pupils build on what they learned in previous years. They help pupils to see links between what they learned before and what they are doing now. Year 2 pupils place events they know about on a timeline to help them understand when the Second World War began. Older pupils recall information about the Ancient Greeks. They can explain how they have used difference sources of evidence, such as pottery, to find things out about what life was like. Leaders know that not all curriculum subjects are as well developed. In a few subjects, such as modern foreign languages, pupils do not always have the chance to build on what they learned before. Leaders have a clear plan in place to improve this. Leaders have made sure that the school supports pupils with special educational needs and/or disabilities (SEND) well. This is a strength of the school. Leaders have high ambitions for these pupils. Teachers know what pupils need to learn next. Leaders check that the support that pupils get is making a difference. The curriculum is adapted well to support all pupils. Pupils care for each other. They enjoy eating together at lunchtime. Mealtimes are happy and harmonious occasions for the whole school community.

Aston-on-Trent Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree 62% Agree 35% Disagree 3% Strongly Disagree 0% Don't Know 0% {"strongly_agree"=>62, "agree"=>35, "disagree"=>3, "strongly_disagree"=>0, "dont_know"=>0} Figures based on 66 responses up to 19-07-2020
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Figures based on 66 responses up to 19-07-2020

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Figures based on 66 responses up to 19-07-2020

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Figures based on 66 responses up to 19-07-2020

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Figures based on 66 responses up to 19-07-2020

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Figures based on 66 responses up to 19-07-2020

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Figures based on 10 responses up to 19-07-2020

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Figures based on 66 responses up to 19-07-2020

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Figures based on 66 responses up to 19-07-2020

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Figures based on 66 responses up to 19-07-2020

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Figures based on 66 responses up to 19-07-2020

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Figures based on 66 responses up to 19-07-2020

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Figures based on 66 responses up to 19-07-2020

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Figures based on 66 responses up to 19-07-2020

Responses taken from Ofsted Parent View

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