Bishop David Sheppard Church of England Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
247
AGES
2 - 11
GENDER
Mixed
TYPE
Voluntary aided school
SCHOOL GUIDE RATING
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UNLOCK

How Does The School Perform?

4 1 1 2 3 4
NATIONAL AVG. 2.08
Ofsted Inspection
(31/10/17)
Full Report - All Reports
50%
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)
Devonshire Road
Southport
PR9 7BZ
01704227987

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. Since taking up post in September 2016, you have built an effective team of leaders who reflect your passion and hunger to improve the school. You have set the tone for the school‟s warm Christian character by prioritising pupils‟ safety and happiness above all else. The well-organised environment is vibrant and welcoming. High-quality displays celebrate pupils‟ work, such as the colourful Brazilian artwork created by Year 5 and Year 6 pupils. Pupils are keen to learn and they are attentive in class. They enjoy school and value the excellent relationships that they have with you and your staff. The parents responding to Ofsted‟s online survey, Parent View, agree that their children enjoy school because, as one stated, staff „clearly know and understand what makes the children “tick”, so that staff can get the best from them‟. The previous inspection asked the school to improve in a number of ways, such as providing pupils with more opportunities to check on their own work. You have introduced clear targets for writing and mathematics. Pupils use these targets to chart their progress and recognise strengths in their own and others‟ work. Your investment in staff development has also resulted in greater consistency in teaching across the school. This is helping to iron out some of the variations in progress of pupils in different year groups, which was another area identified at the last inspection. However, in 2017 pupils‟ progress at the end of key stage 2 dropped markedly in reading and mathematics. This is in stark contrast to previous years, where progress had been very high. As part of this inspection, we agreed to look at some of the reasons for this by focusing on leaders‟ response to this dip. Since the previous inspection, governors‟ expertise has improved. They challenge and question leaders about the progress and attainment of different groups of pupils. However, we agreed that the information about the use of funding for disadvantaged pupils is not specific enough for governors to account fully for the effectiveness of this funding. Your sharp and uncompromising evaluation of the school‟s strengths and weaknesses means that leaders and governors are aware that there are still improvements to be made at the school. You are aware that further challenge in writing for some of the most able pupils, and a keener focus on pupils‟ punctuation in key stage 2, are needed to raise standards. Safeguarding is effective. The school‟s safeguarding culture is pervasive and underpins all the work that you and your staff do. The team of staff that you have created to deal with safeguarding is highly effective: they complement each other‟s roles well. Staff who lead on safeguarding are knowledgeable and caring. They exude a determination to keep pupils safe. The leadership team has ensured that all safeguarding arrangements are fit for purpose. Staff go to great lengths to ensure that pupils are safe from harm and are confident that leaders act swiftly to address any concerns. You have identified potential risks to pupils, such as being drawn into gang culture, and have invited visiting speakers and arranged events to combat these areas of concern. Pupils are extremely positive about your approach. They have an excellent awareness of how to keep themselves safe including when online. Inspection findings As part of this inspection, we agreed to look at how effectively leaders use additional funding to support disadvantaged pupils‟ progress and attainment in reading. You have carefully unpicked the reasons why pupils‟ progress dipped so dramatically in 2017. Leaders have taken swift action to remedy this. They have introduced activities to develop pupils‟ comprehension skills and reading stamina. The result is that the school‟s own data for disadvantaged pupils‟ progress shows that they are progressing well. The school works hard to ensure that pupils are provided with an emotionally secure environment in which they are able to focus on their learning. This results in pupils reading with increasing confidence and fluency. Some children start school in the early years with language skills that are well below those typical of their age. They are supported well throughout the school and make good progress from low starting points. Staff use their knowledge of pupils to target extra support. Teachers plan reading groups to focus on pupils‟ engagement and individual outcomes. This is resulting in improvements to pupils‟ progress. Governing body minutes show that governors ask detailed questions about the outcomes for different groups of pupils. However, they lack a clear analysis of how the funding is used to be able to accurately review its effectiveness. You have already recognised this by commissioning an external review of the funding so that the school‟s strengths can be fully recognised.

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 2020, ONS
0845 140 0845

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 areas from which pupils are admitted to a school can change from year to year to reflect the number of siblings and pupils admitted under high priority admissions criteria.

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.

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