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

Primary
PUPILS
95
AGES
4 - 11
GENDER
Mixed
TYPE
Voluntary aided 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, ONS
0345 155 1019

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?

Good
NATIONAL AVG. 2.09
Ofsted Inspection
(07/03/2023)
Full Report - All Reports
73%
NATIONAL AVG. 60%
% 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 9% of schools in England) Below Average (About 9% of schools in England) Average (About 67% of schools in England) Above Average (About 6% of schools in England) Well Above Average (About 9% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 9% of schools in England) Average (About 67% of schools in England) Above Average (About 6% of schools in England) Well Above Average (About 8% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 11% of schools in England) Average (About 59% of schools in England) Above Average (About 11% of schools in England) Well Above Average (About 9% of schools in England)
Awliscombe
Honiton
EX14 3PJ
0140442031

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You have created a school community which is a vibrant place where pupils are eager to learn and keen to achieve their very best. Pupils’ current progress is strong and the overall quality of education good. At the time of your appointment as executive headteacher in September 2015, this was not always the case. A period of turbulence in leadership and staffing during that period resulted in some disharmony with parents and the local community. Your calm and measured focus on pupils’ learning, allied with your steely determination to tackle weak teaching, is one of the key reasons the school remains good. You and your head of school are highly ambitious for the pupils and school community as a whole. Your settled staff and strong team of teaching assistants contribute well through strong teamwork to school improvement. Effective behaviour policies are used well, alongside detailed pastoral care processes. A rich and engaging curriculum successfully supports pupils’ personal development and well-being together with engagement in successful learning. Parents and governors are fully supportive of you, your team and the changes that are occurring at the school and they share in your ambitions for the pupils you serve. You draw well on the support provided from your federation of schools. Joint activities to check the judgements being made on pupils’ performance are increasing teachers’ expertise in this process, especially in English and mathematics. Staff feel well supported and training is developing their confidence and enhancing their repertoire of classroom management strategies well. Federation governors are deeply involved in the school’s work. Frequent meetings with the executive headteacher and head of school keep the chair abreast of the developments occurring. Careful planning by leaders is making the most of the skills available across the federation and proving successful in securing improvements. You continue to have success in tackling the areas for improvement identified at the time of the last inspection. Learning takes place at a brisk pace and activities planned match pupils’ prior attainment so they can move on rapidly to new challenges. Older pupils know their targets and next steps in learning and use this knowledge to review their achievements successfully. Your accurate self-evaluation and careful monitoring pinpoint the next steps in the school’s development. You are therefore aware that your curriculum in mathematics requires development, that pupils’ deeper knowledge in foundation subjects is a priority and that pupils need to apply their knowledge, skill and understanding of spelling, grammar and punctuation more accurately during writing tasks. Safeguarding is effective. All involved in the school community are committed to keeping pupils safe. You make sure all necessary checks are made to confirm that those who wish to work with children are suitable. Training for safeguarding and child protection is up to date, regular and welcomed, enabling staff and governors to discharge their duties fully. Pupils and parents are confident that issues are followed up. Pupils are knowledgeable about matters of safety because of planned activities in the curriculum. For example, routine activities, such as walking to the school field, are used well to reinforce aspects of road safety. Your strong emphasis on pupils’ personal development promotes their positive behaviour, with respect and courtesy as the norm. Pupils have, through your behaviour approaches, been successfully prepared to adopt de-escalation strategies on the rare occasions these might become necessary. Effective links with outside agencies help to cater for vulnerable pupils. Your strong commitment to pupils’ safety is demonstrated through your plans to further develop your work on e-safety. While this work is perfectly adequate, you feel greater involvement from staff, pupils, parents and governors would further enhance the support. Overall, the leadership team has ensured that all safeguarding arrangements are fit for purpose and of a high quality. Inspection findings One area we explored was how well girls were performing. Girls demonstrate very positive attitudes to learning and study. They readily complete tasks and work well on the wide range of interesting activities provided. Girls are therefore making good progress. Far more girls than boys attend the school than is typically found in other schools nationally. You therefore watch the performance of this group carefully. Some girls in key stage 2 are reluctant to push themselves when writing and prefer a ‘safe option’, for example with their choices of vocabulary. This limits even better progress. Your analysis of girls’ performance in mathematics, following their performance last year, revealed that while girls’ attainment was good, they were reluctant to risk error in mathematics. This hindered them from learning from mistakes and bettering their performance. Training to develop pupils’ mathematics skills is bearing fruit, particularly in Years 5 and 6. On our learning walk, we particularly noted girls’ readiness to think more deeply and explain their reasoning. For example, Year 5 and 6 girls confidently tackled conundrums that challenge assumptions such as ‘6 divided by ½ = 3’ and they provided a deep explanation as to why mistakes are often made when dividing fractions. When looking at work in older pupils’ books, we found this type of questioning is a more consistent feature of everyday mathematics work. We also explored how well the most able pupils are being stretched. Your approaches are successful in English especially. Pupils spoken to about their work showed a good understanding of a range of genres in English and concepts in mathematics. Pupils use their well-developed skills of inference and deduction when reading to pose questions and provide thoughtful commentaries about challenging texts. However, they are yet to demonstrate the same depth of knowledge or understanding in foundation subjects, for example when explaining how Britain shaped the world. Pupils are also less familiar with key people in British history, such as Nelson, Churchill, Wellington and Shakespeare, along with their impact on the world. Similarly, they are less secure about human and physical processes in geography. Pupils enjoy your chosen approach to challenging their learning in daily lessons. Pupils’ progress is improving because they are guided well by teachers to start their activities from what they know, understand and can do. Challenges move pupils’ learning on quickly, and at increasing levels of difficulty, because no time is lost covering work they already understand. You have been focusing on mathematics as an area for improvement so we looked at this subject closely. The curriculum in mathematics is not enabling pupils to achieve as well as they can. Across the school, concepts are not developed sufficiently well. Topics jump from one area of mathematics to another and present as a ‘piecemeal’ approach. You have clear plans in place to address this issue. Some good examples of mathematics exist, for instance, in Years 5 and 6. Complex problems are set which challenge pupils’ thinking well, such as requiring pupils to solve area calculations logically when designing allotments as part of their topic work. Pupils demonstrated good reasoning skills when required to explain why some information was required while other information was redundant, clarifying their thinking well. Younger children read and write well and achieve high standards by the end of Reception. They read with confidence and are technically accurate. Children show some early signs of developing more complex reading skills such as inference and deduction. In many cases, children routinely use their good knowledge of phonics to aid them when writing and spelling.

Awliscombe Church of England Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>82, "agree"=>15, "disagree"=>3, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 33 responses up to 09-03-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>79, "agree"=>18, "disagree"=>3, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 33 responses up to 09-03-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>70, "agree"=>30, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 33 responses up to 09-03-2023
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>73, "strongly_agree"=>6, "agree"=>12, "disagree"=>0, "strongly_disagree"=>3, "dont_know"=>6} UNLOCK Figures based on 33 responses up to 09-03-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>39, "agree"=>39, "disagree"=>15, "strongly_disagree"=>0, "dont_know"=>6} UNLOCK Figures based on 33 responses up to 09-03-2023
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>30, "strongly_agree"=>39, "agree"=>27, "disagree"=>3, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 33 responses up to 09-03-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>57, "agree"=>29, "disagree"=>14, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 10 responses up to 09-03-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>45, "agree"=>48, "disagree"=>6, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 33 responses up to 09-03-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>61, "agree"=>36, "disagree"=>3, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 33 responses up to 09-03-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>55, "agree"=>33, "disagree"=>9, "strongly_disagree"=>0, "dont_know"=>3} UNLOCK Figures based on 33 responses up to 09-03-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>52, "agree"=>39, "disagree"=>3, "strongly_disagree"=>0, "dont_know"=>6} UNLOCK Figures based on 33 responses up to 09-03-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>55, "agree"=>36, "disagree"=>6, "strongly_disagree"=>0, "dont_know"=>3} UNLOCK Figures based on 33 responses up to 09-03-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>45, "agree"=>42, "disagree"=>3, "strongly_disagree"=>3, "dont_know"=>6} UNLOCK Figures based on 33 responses up to 09-03-2023
Yes No {"yes"=>97, "no"=>3} UNLOCK Figures based on 33 responses up to 09-03-2023

Responses taken from Ofsted Parent View

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