Barnham Broom Church of England Voluntary Aided Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
138
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 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
(9/5/18)
Full Report - All Reports
73%
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

Norwich Road
Barnham Broom
Norwich
NR9 4BU
01603759656

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You have successfully raised pupils’ standards further, particularly in early years and key stage 1. Your consistent determination and successful implementation of school improvement plans have helped to improve the progress that pupils make. Since the previous inspection, you have increased the size of your leadership team. You ensure that leadership roles and responsibilities are clear and that this increased leadership capacity continues to have an impact on further improvements. Nearly all staff who responded to the staff questionnaire are proud to work at the school and most feel well supported at school by school leaders. Governors have a clear understanding of the priorities for improvement and offer good support and challenge to leaders. They visit the school often and know it well. Pupils who responded to the Ofsted questionnaire and those spoken with during the inspection agree that they enjoy school and their learning. All parents and carers who responded to Ofsted’s online questionnaire, Parent View, agree that their children are happy and well cared for at school. One parent’s comment echoed the sentiment of others: ‘The behaviour of the children is brilliant – they are polite, confident and proud of their school.’ Pupils show consideration to each other in lessons and around the school. Their attitudes to learning are consistently positive and they work and play well with each other. The dedication of your staff and the very positive attitudes of pupils to their learning are, undoubtedly, contributory factors to the school’s ongoing success. Leaders’ vision of ‘reaching for the stars’ is at the heart of the school’s work. There are many good-quality displays around the school that celebrate pupils’ achievements. Pupils have opportunities to be involved in decision making and exercise social responsibility through the work of the school council. Leaders ensure that the assembly programme supports pupils’ spiritual, moral, social and cultural development effectively. There is a small minority of parents and staff, however, who have expressed some concerns about the quality of communication from the school. You recognise that this is something to continue to improve and have firm plans in place to achieve this aim. Safeguarding is effective. As the designated safeguarding lead, you place a high priority on keeping pupils safe. You have provided suitable training for staff and governors and closely check that all policies are implemented effectively and rigorously. Governors are effective in checking that all staff who work at the school are suitable and records meet current statutory guidance. You record all concerns carefully and comprehensively. When necessary, you take appropriate actions, including working with external agencies, to make sure that families and children get the help and support required. Pupils I spoke to all said that they felt safe. They explained that this was because the adults at school looked after them well. They could explain how to keep safe when using the internet. Pupils learn about safety in assemblies and personal, social and health (PSH) education lessons. Parents and staff in the surveys and discussions I had overwhelmingly agreed that children are safe and well cared for. A culture of safeguarding is clearly established and reflected in policies, procedures and day-to-day activities. Inspection findings One line of enquiry I explored was how well leaders had addressed the areas for improvement identified in the previous inspection, in 2014. I focused on pupils’ achievement in phonics and raising standards in writing. Staff training and clear leadership have had an impact on pupils’ outcomes in phonics and these are now higher than the national average. We saw in lessons pupils’ ability to use their phonics knowledge confidently in their reading. Pupils’ achievement in phonics continues to be a strength of the school. In writing, key stage 1 results have improved since the last inspection, but I wanted to check what was being done by leaders to raise standards in key stage 2. In 2017, pupils’ attainment in writing was above the national average, but the numbers achieving the higher standard were lower than those found nationally. You had already identified this as a priority in your improvement plans. Your focus on improving writing has been to set levels of difficulty in tasks to encourage pupils to challenge themselves to do better, especially boys. Pupils have opportunities to write at length and to edit and redraft what they have written, often with their peers and teachers. Pupils are becoming more adept at improving their writing and use the precise guidance and resources to identify what they need to do to improve. We saw evidence of your chosen assessment resources being used in many of the classes we visited, and in the English books we looked at together. Pupils could explain how to improve their writing. The impact of your work can be seen in the school’s own assessment information, which confirms that more pupils are now demonstrating significantly improved progress. However, the same writing strategies need to be embedded across all subjects to ensure that this high standard of writing is maintained across the curriculum. I considered the quality of teaching in reading as my second line of enquiry. This was because the number of pupils reaching the higher standard by the end of key stage 2 was lower than that found nationally in 2017. You have ensured that there is a celebration of reading across the school. You have created an environment where a love of reading is promoted. Reading is successfully encouraged through the many displays and in lessons. Reading is not seen as an isolated activity. You have introduced specific reading lessons, where pupils are given opportunities to explore the meaning of words and improve their comprehension skills. In addition, pupils are beginning to see reading as something that permeates the whole curriculum and is not confined to English. Pupils say that they are improving their reading skills as a result. You have a clear and comprehensive system to ensure that those who fall behind are provided with the support they need to make more rapid progress. Pupils are gaining in confidence and skills during additional sessions by reading aloud to each other. Adults use questions effectively, so pupils improve their understanding and explanation skills. Your assessment information demonstrates that the number of current pupils working at the higher standard in reading is improving. My final line of enquiry was to consider why pupils’ attainment in mathematics at key stage 2 was below the national average in 2017, and what leaders are doing to address this. You have included mathematics in your plans for school improvement this year. The focus is on teachers using assessment information more carefully to plan work that supports individual pupils and ensures that they make better progress. You have improved the quality and range of strategies teachers use in lessons. The quality of teaching in mathematics is becoming more consistent as a result. Pupils enjoy the many challenges they receive in lessons and are more confident in applying their knowledge and understanding in different and exciting ways.

Barnham Broom Church of England Voluntary Aided Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree 71% Agree 29% Disagree 0% Strongly Disagree 0% Don't Know 0% {"strongly_agree"=>71, "agree"=>29, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} Figures based on 42 responses up to 10-05-2018
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Figures based on 42 responses up to 10-05-2018

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Figures based on 42 responses up to 10-05-2018

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Figures based on 42 responses up to 10-05-2018

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Figures based on 42 responses up to 10-05-2018

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Figures based on 42 responses up to 10-05-2018

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Figures based on 42 responses up to 10-05-2018

unlock

Figures based on 42 responses up to 10-05-2018

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Figures based on 42 responses up to 10-05-2018

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Figures based on 42 responses up to 10-05-2018

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Figures based on 42 responses up to 10-05-2018

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Figures based on 42 responses up to 10-05-2018

Responses taken from Ofsted Parent View

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