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

Primary
PUPILS
422
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, ONS
0300 330 9472

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
(19/06/2019)
Full Report - All Reports
63%
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)
Market Road
Battle
TN33 0HQ
01424775987

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You provide strong, highly effective leadership and have created a happy, caring and inclusive school. You are very well supported by your deputy headteacher and other senior leaders. Leaders, staff and governors have a shared vision and purpose, which is to provide the best for all pupils. Along with your leadership team, you have an accurate view of the strengths and priorities for improvement to ensure the further development of the school. This is evident in the school’s self-evaluation and carefully tailored improvement plan. Senior leaders make considered use of well-respected national research to help teachers plan the best ways for pupils to learn. Leaders are passionate about reducing teachers’ workload and about the well-being of all staff, and you readily share your good practice with other schools. You have maintained and improved upon the areas of strength identified in the previous inspection and have successfully tackled the areas for improvement. Firstly, you were asked to strengthen the impact of subject leaders so that more teaching becomes outstanding and outcomes for pupils are further improved. You have successfully appointed subject leaders who are enhancing their leadership through professional development training and effective mentoring. You are developing effective assessment procedures across the curriculum to complement existing systems for monitoring pupils’ progress in English and mathematics. Secondly, at the last inspection you were asked to improve the teaching of writing to strengthen pupils’ progress. Subsequent changes to the way writing is taught have had a positive impact on the progress made by pupils by the end of key stage 2. Progress has strengthened and is now in line with the national average. Finally, you were asked to develop the curriculum so that pupils have more opportunities to deepen their understanding of diversity and the multi-faith nature of life in modern Britain. The curriculum now fully embraces all aspects of British values, delivering them in interesting and exciting ways. For instance, you have a good relationship with your Member of Parliament, who often visits school to talk to pupils about his role. Pupils have also presented their environmental campaigns to him. Some pupils have visited the Houses of Parliament to discuss women’s rights. You make good use of opportunities to invite visitors from other faiths into school and arrange for pupils to visit a variety of places of worship, alongside visits to the local church. As part of your work within the Hastings Sierra Leone Friendship Link, your school is twinned with a school in Hastings, Sierra Leone. This link encourages pupils to understand what life is like for children in other countries, and gives them a real purpose for writing when they exchange pen–pal letters. Pupils are excellent ambassadors. They have a strong voice and enjoy their time in school. The school council explained their drive to address environmental issues and described the work they had done to reduce the use of single-use plastics in the school’s kitchen. The consistent approach and high expectations of teachers mean that behaviour is managed well. Pupils are diligent and their skills and knowledge are built up carefully. Pupils’ behaviour, observed during the inspection, was good, both in and outside the classroom. Most parents are very positive about the school. Several wrote about how much their children enjoy coming to school, and that their learning is fun. One parent summed this up, writing: ‘I cannot thank the school enough for providing an environment where both of my children want to be and where they are thriving.’ Many parents commented very positively on the fact that you and other leaders are always visible and accessible. One wrote: ‘Whatever the weather, Mr Hughes and Mr Alexander stand out in the playground in the morning, welcoming the children into school by name. A great way to start the day, and to be visible and accessible to all.’ Governance of the school is strong. Governors are clear about their role and carry out their duties diligently. The governing body holds leaders robustly to account for the school’s performance. Governors gather a breadth of information through their visits, and by reading leaders’ reports and analysing performance information. They offer leaders appropriate support but also challenge by asking probing questions about all aspects of the school’s work. As a result, governors have an accurate view of the school’s strengths and areas for continued improvement. Safeguarding is effective. Leaders, staff and governors give high priority to keeping pupils safe and there is a strong culture of safeguarding across the school. Leaders ensure that all safeguarding arrangements are fit for purpose. Effective systems are in place to ensure that all the required background checks have been carried out on every adult before they work in school. This includes volunteers and other professionals. The training that staff receive enables them to identify any signs of neglect or abuse. Safeguarding policy and procedures are understood by all staff. Leaders work very effectively with other agencies and ensure that pupils and their families receive guidance and support when necessary. Pupils are taught how to keep themselves safe, including when using the internet. Pupils understand the different forms that bullying can take. They are confident that should any bullying occur then teachers would deal with it quickly. Pupils who spoke with me said they feel safe in school and that there is always someone to talk to if they have any worries. Inspection findings At the start of the inspection, we agreed to focus on specific aspects of the school’s work. As well as inspecting safeguarding, I explored: pupils’ attendance; pupils’ progress in writing; pupils’ phonics skills and reading progress; and the impact of leaders’ work on improving the curriculum. Pupils’ overall attendance rate declined in the last academic year and the proportion of pupils who were persistently absent increased. As a result of robust actions by leaders, overall attendance has increased this academic year. However, the proportion of pupils who are persistently absent has also increased. This is partly due to the poor attendance of a number of individuals who are disadvantaged pupils. Despite this, for disadvantaged pupils as a group, the rate of persistent absence has significantly reduced this year. Leaders monitor the attendance of pupils closely. Good attendance is high priority and leaders take effective steps to support pupils and their families. Overall attendance has improved and is now in line with the national average for primary schools. There is still scope for leaders to build on the effective strategies they have put in place to ensure that pupils who are persistently absent attend regularly. Pupils, including those who are disadvantaged, make increasingly strong progress throughout the school because teaching is effective. Teachers use assessment information about pupils’ attainment and progress to design tasks carefully. The individual needs of pupils are considered and, where necessary, additional support is provided. Teachers across the school demonstrate good subject knowledge which they use effectively to provide pupils with clear explanations. Leaders have taken effective steps to improve progress in writing for all pupils. Teachers ensure that lessons are focused on what the pupils need to learn and find exciting ways to engage pupils in writing. For instance, during the inspection, Year 2 were writing in their travel blog about an ice-cream shop. The recent focus on improving pupils’ handwriting, by adopting a consistent, whole-school approach to the teaching of this aspect, has had significant impact on the fluency and presentation of pupils’ work. As a result of these actions, progress in writing at the end of key stage 2 is now in line with the national average. You are rightly pleased with the progress that pupils make in reading by the end of key stage 2, as progress has been above the national average for the past three years. The Year 6 book club has recently experienced great success at the East Sussex Children’s Book Award, with pupils receiving prizes for their book reviews, creative writing and book–jacket designs.

Battle and Langton Church of England Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>58, "agree"=>35, "disagree"=>5, "strongly_disagree"=>1, "dont_know"=>1} UNLOCK Figures based on 110 responses up to 19-06-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>62, "agree"=>31, "disagree"=>5, "strongly_disagree"=>2, "dont_know"=>1} UNLOCK Figures based on 110 responses up to 19-06-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>50, "agree"=>43, "disagree"=>5, "strongly_disagree"=>1, "dont_know"=>1} UNLOCK Figures based on 110 responses up to 19-06-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>58, "agree"=>31, "disagree"=>8, "strongly_disagree"=>1, "dont_know"=>2} UNLOCK Figures based on 110 responses up to 19-06-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>48, "agree"=>44, "disagree"=>4, "strongly_disagree"=>1, "dont_know"=>4} UNLOCK Figures based on 110 responses up to 19-06-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>42, "agree"=>43, "disagree"=>10, "strongly_disagree"=>3, "dont_know"=>3} UNLOCK Figures based on 110 responses up to 19-06-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>35, "agree"=>45, "disagree"=>9, "strongly_disagree"=>7, "dont_know"=>4} UNLOCK Figures based on 110 responses up to 19-06-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>26, "agree"=>38, "disagree"=>16, "strongly_disagree"=>5, "dont_know"=>15} UNLOCK Figures based on 110 responses up to 19-06-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>58, "agree"=>31, "disagree"=>8, "strongly_disagree"=>3, "dont_know"=>0} UNLOCK Figures based on 110 responses up to 19-06-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>48, "agree"=>35, "disagree"=>9, "strongly_disagree"=>4, "dont_know"=>4} UNLOCK Figures based on 110 responses up to 19-06-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>41, "agree"=>45, "disagree"=>10, "strongly_disagree"=>3, "dont_know"=>1} UNLOCK Figures based on 110 responses up to 19-06-2019
Yes No {"yes"=>86, "no"=>14} UNLOCK Figures based on 110 responses up to 19-06-2019

Responses taken from Ofsted Parent View

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