Bitterley CofE Primary School (Aided)
Catchment Area, Reviews and Key Information

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How Does The School Perform?

4 1 1 2 3 4
Ofsted Inspection
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% 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 Description

The leadership team has maintained the good quality of education in the school since the last inspection. You appreciate the challenges and benefits of leading a small rural school. The school motto, ‘small school, big family’, reflects the school’s distinctive ethos as a caring and friendly school. Parents and carers told me again and again about the nurturing family atmosphere, where their children are well cared for by staff. The warm and welcoming atmosphere in the school is underpinned by a strong Christian ethos. Values such as courage, care, patience, tolerance and understanding strengthen this ethos. These values are well understood by all members of the school community and are visibly apparent in the work of the school. As a result, pupils flourish in a safe environment that supports them well, both academically and pastorally. You know the school well and lead it with energy and a clear sense of purpose. You have an excellent understanding of the school’s strengths and weaknesses. You are aware of the strengths in teaching, as well as the areas that still need to be developed further. The school’s priorities this year have included improving pupils’ mathematical skills. This remains a focus because some still need to develop their skills of mathematical reasoning further. You have also worked with your staff to improve spelling within the school and this focus is now having notable impact. You have an outward-looking attitude to improvement. This means that you actively seek opportunities to bring expertise and skills into the school. You provide high- quality training for staff through work with other schools. You are well supported in this work by the trust. All this is making a good contribution to how well pupils are currently doing. Governance of the school is strategic and strong. Governors have a range of relevant skills and experience to support the work of the school. Where necessary, they use these to provide challenge. The chair of governors has created a ‘link governor’ approach, which determines a responsibility for each governor to have a deep, clear knowledge of one or more aspects of the work of the school. In this capacity, governors undertake monitoring activities and give feedback on their findings to the other governors. Consequently, governors are kept up to date with the strengths and development areas within the school. Pupils’ excellent behaviour makes a strong contribution to their learning. They cooperate well together in the many opportunities they are given for collaborative work. You have ensured that pupils understand the learning attitudes and behaviours that will bring success. Pupils show respect for the adults in school and particularly appreciate the efforts that their teachers make to create lessons that are fun and interesting. One parent said that her children have ‘a voracious appetite for learning’. Leaders ensure that the school is highly inclusive, which means a high level of mobility into the school of pupils who have sometimes very complex needs. All staff value every pupil as an individual and are actively deployed to support pupils who have additional needs. This provision is highly effective and pupils quickly settle into school and engage with learning. Leaders are aware that in the short term, this can have an adverse effect on apparent levels of achievement. However, they believe that every child should be given the resources and support to enable them to thrive academically, socially and emotionally. Safeguarding is effective. The leadership team has ensured that all safeguarding arrangements are fit for purpose. You and your staff take safeguarding extremely seriously. Everyone understands their individual responsibility to make sure that every child is protected from harm. All staff receive regular training in how to keep children safe. As a result, staff are knowledgeable about safeguarding policies and procedures and are vigilant for any sign that a pupil could be at risk. The school’s records of pupils who are a concern are detailed, well organised and kept securely. Leaders have ensured that staff have easy access to the forms used to record concerns. You are fastidious with your record keeping, ensuring that all follow-up action is recorded. You follow up concerns swiftly and keep a chronology of actions taken. Pupils know that they must treat others in the school kindly and courteously. They report that bullying is very rare, but that any incidents of poor behaviour or unkindness are effectively dealt with. They told me that they feel safe in school.

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
0345 678 9008

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.

Bitterley CofE Primary School (Aided) Reviews

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