Bishop John Robinson Church of England Primary School Catchment Area
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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 pupilsNational School Census Data, ONS
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:
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.
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.
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.
Bishop John Robinson Church of England Primary School Key Information
The leadership team has maintained the good quality of education in the school since the last inspection. Leaders have worked hard to develop a curriculum which nurtures pupils’ personal development. Teaching is effective in motivating pupils to learn and providing appropriate challenge. As a consequence, current pupils are making good progress. Outdoor learning in particular is a strength, with pupils benefiting from rich opportunities to learn how to get along well together. You have taken advice on best practice for the early years, where outdoor provision is very effective. Nursery and Reception children learn as well outside of the classroom as inside it. They develop strong communication and social skills, such as turn taking, as well as the more obvious physical development. Leaders have successfully addressed the actions for improvement from the previous inspection report. Lower-attaining pupils are now making good progress, as shown in the main section of this report. Leaders have also shown responsiveness to changing circumstances. When, recently, pupils’ behaviour became a priority, leaders took prompt and effective steps to support pupils who find it difficult to manage their behaviour. You have also increased external support and staffing to ensure that high standards of behaviour are maintained. The governors take an active role in supporting the school and work in partnership effectively with the senior leadership team to raise standards. Parents and carers speak highly of your school. They praise the school’s Christian ethos and values, which underpin all that you strive to do. They also value the provision for children with special educational needs (SEN) and/or disabilities. One parent summed up the views of others in describing a ‘charming village school’ that ‘makes everyone feel like they are part of a family’. The pupils echo these sentiments and say they enjoy coming to the school. This is because leaders and staff provide experiences that motivate pupils to learn, including exciting trips and extra-curricular activities. Pupils know the importance of good attendance and say that attendance is high because they want to come to the school. Safeguarding is effective. The leadership team has ensured that all safeguarding arrangements are fit for purpose. Safeguarding is taken seriously. All staff, including governors, understand their responsibility to keep children safe. Systems and processes are in place and staff know why these are important. Recent and relevant training has been implemented and is updated as a matter of course; this includes ensuring that staff have a heightened awareness of risks such as extremism and female genital mutilation. Pupils feel safe at school, including online. The school prepares pupils to remain safe in a digital world, using suitable policies and parental consent. Pupils, especially in the older year groups, can explain why keeping safe online is important and know how to do this. Inspection findings We agreed to focus on four key lines of enquiry during the inspection. The first of these was an area of improvement from your previous inspection. Leaders were asked to ensure that lower-attaining pupils have grasped essential key concepts before moving on to more complex ones, especially in mathematics. The school has worked hard to address this. In classrooms, teachers make sure they revise initial concepts and staff typically intervene quickly to help pupils overcome any misconceptions. Pupils who need further help are spotted quickly and benefit from additional support as soon as they need it. Teachers and additional adults work together effectively to ensure that any extra help is tailored to pupils’ needs. In addition, the school has established a classroom to cater for pupils who have SEN and/or disabilities, particularly pupils with more complex needs. High staff– pupil ratios, well-trained staff and individual learning plans mean these pupils are now making good progress. These pupils also spend a large part of the day with their peers back in their classrooms, to ensure that they are fully included in all aspects of the school. Next, we looked at the progress of children in the early years foundation stage, including whether the most able children are sufficiently challenged in mathematics, reading and writing. The curriculum and teaching in the early years, both adult-led activities and those children choose for themselves, are effective in extending children’s learning. Adults plan activities and resources with a focus on key skills such as mark making, use of initial sounds, and the development of number skills. Opportunities for children to practise and deepen their learning outdoors are a real strength. For instance, children developed their fine motor skills effectively by ‘painting’ the shed with water, using a variety of tools such as brushes and rollers. Adults encourage children to talk about their activities in order to extend and enrich their vocabulary. However, this approach needs to be developed further, in order to maximise the benefits for as many children as possible during the course of the day. The third line of enquiry focused on pupils’ progress in mathematics, especially the progress of disadvantaged pupils, and towards the end of key stage 2. In 2018, there was a dip in pupils’ attainment in mathematics, showing that they had not made the progress of which they were capable. Leaders responded swiftly and identified a series of actions to bring about improvement. This includes increased monitoring at all levels; focused and specific checks on pupils’ outcomes; regular work scrutiny; and a change in the mathematics curriculum to include opportunities for problem solving and reasoning. The consequence of these actions is that the leadership team now has a very clear picture of pupils’ progress and what needs to be done next. Leaders are quick to put in place sharply focused extra support for pupils who are falling behind, including those pupils who are disadvantaged. Pupil premium funding is used well to support some of these initiatives. Outcomes for the current pupils, including disadvantaged pupils, are strong, with the majority of disadvantaged pupils making substantial progress. Nevertheless, further work is needed to ensure that these improvements are maintained over time. Finally, we discussed the school’s work to provide a broad and balanced curriculum, including the role of middle leaders. A rich curriculum is central to your vision for pupils’ education. It was evident in classrooms and pupils’ work that the curriculum supports the development of specific knowledge and skills in a range of subjects, so that pupils can make good progress. This was seen in physical education, art, history and technology, for example. In addition, teachers ensure that pupils develop and apply their writing skills in other subjects to support their progress. Middle leaders, including some who have new responsibilities for a subject or key stage, feel well supported in their drive to raise standards while ensuring this breadth and balance. They are enthusiastic about leading their subjects and, with support from the senior leaders, follow clear action plans to do this. A particular feature of their work is the off-site visits, which are seen as vital to extending and enriching the learning; residential visits begin in Year 3 with the ‘school sleepover’.
Bishop John Robinson Church of England Primary School Parent Reviews
2015 GCSE RESULTSImportant information for parents
Due to number of reforms to GSCE reporting introduced by the government in 2014, such as the exclusion of iGCSE examination results, the official school performance data may not accurately report a school’s full results. For more information, please see About and refer to the section, ‘Why does a school show 0% on its GSCE data dial? In many affected cases, the Average Point Score will also display LOW SCORE as points for iGCSEs and resits are not included.
Schools can upload their full GCSE results by registering for a School Noticeboard. All school results data will be verified.
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