Auckley School
Catchment Area, Reviews and Key Information

Primary
PUPILS
239
AGES
3 - 11
GENDER
Mixed
TYPE
Academy converter
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
01302 737204

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
(6/3/18)
Full Report - All Reports
58%
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

School Lane
Auckley
Doncaster
DN9 3JN
01302770701

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You provide strong leadership and have a clear vision for the school, which is shared by governors, leaders and staff. You have successfully developed an enthusiastic and dedicated leadership team that provides you with valuable support. There is a strong sense purpose at the school, and staff morale is high. Leaders, governors and staff work together as a highly effective team to fulfil the school’s vision: ‘Together we nurture, challenge and inspire’. As a result, Auckley Primary School is a solidly good school that provides a good education for its pupils. Governors work closely with the school and provide effective support and challenge; they are well informed and hold you and your leaders fully to account. They know that your work has been effective in improving the quality of teaching and pupils’ outcomes. Governors act as very effective critical friends. At the time of the last inspection, the school was asked to strengthen the small amount of teaching requiring improvement by making sure that the work pupils do is sufficiently challenging and meets their needs. You and your leaders have taken effective action to improve teaching and have provided teachers with good professional development opportunities to improve their practice. Your leadership team has also reviewed the English and mathematics curriculum to ensure that it meets pupils’ needs and have improved the way these subjects are taught. As a result of your actions, outcomes have improved in reading, writing and mathematics in all stages of the school. Additionally, the school was urged to raise achievement in mathematics. This you have successfully done. Leadership of mathematics is strong, and the quality of teaching is monitored regularly. The changes leaders have made to the mathematics curriculum have had a positive effect Standards in mathematics are noticeably improving across the school. You were quite rightly pleased with the most recent outcomes in 2017 for children in the early years and pupils in key stage 1 and key stage 2. Attainment in all subjects is high, especially at key stage 2. However, you and your leaders are not complacent and recognise that there is still work to be done. Although writing standards are improving, you acknowledge that more pupils are capable of attaining the higher standard in key stage 2. You also agreed with me that in some classes pupils are not consistently taking a pride in the presentation of their work. Safeguarding is effective. Leaders have ensured that all safeguarding arrangements are fit for purpose and that records are detailed and of a high quality. Staff have benefited from appropriate training and understand what to do should a safeguarding issue or concern arise. All your policies and procedures relating to safeguarding, including safeguarding checks on adults working at the school, meet requirements and are up to date. When necessary, leaders work with different agencies to ensure that families and pupils receive the support they need. Overwhelmingly, parents and carers who responded to Ofsted’s online parent questionnaire, Parent View, and those who responded to the school’s own survey feel that their child is safe at this school. Pupils said that they enjoy school and are insistent that there is no bullying in school. Pupils feel safe at school and on the rare occasion when they have a problem are confident that an adult will sort it out. Inspection findings You quite rightly acknowledge that the success of the school is not solely down to you. You have successfully nurtured an effective leadership team that gives you strong support in your desire for improvement. They are determined leaders who share your high aspirations. Leadership of the school is a strength. We first agreed to investigate the progress of pupils in key stage 1 who need to catch up in mathematics. You have invested significantly in resources for mathematics, and teachers have received good professional development to ensure that they meet the needs of these pupils more effectively. As a result, pupils from low starting points are currently making stronger progress. I also wanted to determine how those pupils who did not reach the expected standard in the Year 1 phonics screening check are being supported. This small group of pupils receives additional help each morning from an experienced teaching assistant. These pupils are making rapid progress as a result of this extra support. Another focus of the inspection was to determine how effectively children in the early years are being challenged to improve their writing further, specifically those children who are capable of exceeding the expectations for their age. The early years is led extremely well and teaching is strong. It was clear when visiting the early years that writing is given a high profile. Children of different abilities have good opportunities to develop their writing skills and evidence from their work shows that they are making rapid progress. As a team, you have implemented plans that have improved attainment in writing across the school, especially for pupils achieving the expected standard for their age. Evidence in pupils’ workbooks shows that this has been done successfully. However, you recognise that these plans have yet to improve the proportion of pupils attaining the higher standard in writing in key stage 2. When looking in books, we both agreed that there are examples of beautifully presented work. It is clear that these pupils take a great pride in their work. However, you acknowledged that, while this is very pleasing, some pupils’ work lacks the same care and attention. Next steps for the school Leaders and those responsible for governance should ensure that: plans to improve standards in writing are firmly embedded so a greater proportion of pupils in key stage 2 attain higher standards where necessary, pupils are encouraged to take a greater pride in the presentation of their work. I am copying this letter to the chair of the governing body, the regional schools commissioner and the director of children’s services for Doncaster. This letter will be published on the Ofsted website. Yours sincerely Alan Chaffey Ofsted Inspector Information about the inspection During the inspection, I held meetings with you, the deputy head of school, the early years leader and subject leaders for English and mathematics. I also met with two members of the governing body and a private consultant. I spoke with pupils informally during lunchtime and when listening to pupils read. I made short visits to classrooms with you and your deputy head of school and looked at pupils’ books. I scrutinised various documents, including the school’s self-evaluation, improvement plans and safeguarding documents. I considered the 34 responses to Ofsted’s online staff survey, the 65 responses to Parent View, and 61 free-text responses to Parent View.

Auckley School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree 77% Agree 20% Disagree 2% Strongly Disagree 1% Don't Know 0% {"strongly_agree"=>77, "agree"=>20, "disagree"=>2, "strongly_disagree"=>1, "dont_know"=>0} Figures based on 87 responses up to 07-03-2018
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Figures based on 87 responses up to 07-03-2018

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Figures based on 87 responses up to 07-03-2018

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Figures based on 87 responses up to 07-03-2018

unlock

Figures based on 87 responses up to 07-03-2018

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Figures based on 87 responses up to 07-03-2018

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Figures based on 87 responses up to 07-03-2018

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Figures based on 87 responses up to 07-03-2018

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Figures based on 87 responses up to 07-03-2018

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Figures based on 87 responses up to 07-03-2018

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Figures based on 87 responses up to 07-03-2018

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Figures based on 87 responses up to 07-03-2018

Responses taken from Ofsted Parent View

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