Bickleigh on Exe Church of England Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
161
AGES
2 - 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, 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
(03/03/2022)
Full Report - All Reports
52%
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)
Bell Meadow
Bickleigh
Tiverton
EX16 8RE
01884855357

School Description

Pupils at Bickleigh on Exe enjoy school. They are polite and courteous to each other and adults. Relationships are strong. Pupils feel safe in school and know who they can talk to if they have any concerns. Pupils have a thorough knowledge and understanding of the school’s values. They can explain and show how these influence their everyday actions and relationships with others. Adults and pupils talk about the kindness of everyone in the school community. The school values also drive leaders and teachers to improve the quality of education. Pupils demonstrate positive attitudes to learning. They take great pride in their work. This is because teachers have high expectations of pupils. Pupils behave well. Teachers and other pupils are supportive of those who have special educational needs and/or disabilities (SEND). Pupils have a good understanding of what bullying is. They report that there is no bullying in school. Pupils know what they would do if it occurred. They have faith in adults to manage this well. Parents appreciate the support and care their children receive from adults in school. One comment from a parent exemplifies this: ‘A caring and kind school with very high expectations.’ What does the school do well and what does it need to do better? Leaders, staff and governors have high aspirations for every pupil. Leaders ensure that teachers know how to get the best out of pupils. As a result, pupils are engaged in their learning, and are doing well. Leaders have set out a coherent curriculum. Teachers plan well-sequenced lessons and break learning down into manageable tasks. They typically choose activities to help pupils learn and remember important knowledge. However, this is not always the case in all classes. Some pupils lose concentration when tasks are too easy or too difficult. This results in a minority of pupils not learning as well as they could. Teachers use assessment well to check what pupils know and can do. They make sure that pupils revisit and build on their prior learning. This helps pupils to remember important knowledge, particularly in mathematics. Pupils gain a firm foundation of knowledge in mathematics. In the older classes, pupils use their knowledge and skills to solve open-ended mathematical investigations. Pupils enjoy their learning in the wider curriculum subjects. In geography, they can recall facts and precise technical vocabulary linked to their learning. Leaders have shared the school’s curriculum overview with all teachers. However, not all teachers know what to teach and when. As a result, certain concepts that pupils should know and remember are not taught in sufficient depth. Leaders prioritise reading. Pupils enjoy reading and have a passion for exploring a range of diverse texts. Leaders ensure that the teaching of phonics and reading is consistent across the school. This starts in pre-school, with children learning how to listen to sounds and rhymes. Teachers provide extra help for those pupils who struggle to secure their phonics knowledge. Staff are well trained to support pupils in developing their reading fluency. However, some pupils struggle to apply their phonics knowledge to spell accurately. This means that they do not make as much progress in their writing. Since the previous inspection, leaders have brought the pre-school within the school’s leadership. Leaders are aware of how vital the curriculum is for the youngest children. For example, they ensure that the children have a firm understanding of numbers and develop their listening skills before learning sounds. These skills stand children in good stead before they move into the Reception class. Staff know how to support and plan for pupils with SEND. Teachers set pupils clear and achievable targets to help them improve their work. Staff are well trained to provide the help and support these pupils need. Pupils with SEND experience success. Pupils experience a range of activities to promote their personal development and wellbeing. These include educational trips and visits. Pupils learn the importance of being kind and helpful, such as holding doors open for adults and each other. Leaders take account of pupils’ well-being. Pupils enjoy being part of the ‘ethos group’ that takes the lead in preparing assemblies. Older pupils are excited to take part in the ‘Exmoor Challenge’. They are well prepared by the school’s walking club. Leaders consider the staff’s well-being. They value the way everyone works as a team. Leaders and staff make effective use of the training and support developed by the trust to enhance their subject knowledge.

Bickleigh on Exe Church of England Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>77, "agree"=>20, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>2} UNLOCK Figures based on 44 responses up to 03-03-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>80, "agree"=>18, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>2} UNLOCK Figures based on 44 responses up to 03-03-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>66, "agree"=>27, "disagree"=>7, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 44 responses up to 03-03-2022
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>64, "strongly_agree"=>11, "agree"=>9, "disagree"=>5, "strongly_disagree"=>0, "dont_know"=>11} UNLOCK Figures based on 44 responses up to 03-03-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>59, "agree"=>32, "disagree"=>5, "strongly_disagree"=>5, "dont_know"=>0} UNLOCK Figures based on 44 responses up to 03-03-2022
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>27, "strongly_agree"=>43, "agree"=>14, "disagree"=>9, "strongly_disagree"=>0, "dont_know"=>7} UNLOCK Figures based on 44 responses up to 03-03-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>75, "agree"=>13, "disagree"=>0, "strongly_disagree"=>13, "dont_know"=>0} UNLOCK Figures based on 10 responses up to 03-03-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>36, "agree"=>45, "disagree"=>5, "strongly_disagree"=>2, "dont_know"=>11} UNLOCK Figures based on 44 responses up to 03-03-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>50, "agree"=>36, "disagree"=>5, "strongly_disagree"=>0, "dont_know"=>9} UNLOCK Figures based on 44 responses up to 03-03-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>41, "agree"=>48, "disagree"=>9, "strongly_disagree"=>0, "dont_know"=>2} UNLOCK Figures based on 44 responses up to 03-03-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>57, "agree"=>34, "disagree"=>7, "strongly_disagree"=>0, "dont_know"=>2} UNLOCK Figures based on 44 responses up to 03-03-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>41, "agree"=>55, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>2} UNLOCK Figures based on 44 responses up to 03-03-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>45, "agree"=>39, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>14} UNLOCK Figures based on 44 responses up to 03-03-2022
Yes No {"yes"=>95, "no"=>5} UNLOCK Figures based on 44 responses up to 03-03-2022

Responses taken from Ofsted Parent View

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