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

Primary
PUPILS
235
AGES
4 - 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
0116 3056684

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
(31/10/2023)
Full Report - All Reports
51%
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)
Silverwood Road
Bottesford
Nottingham
NG13 0BS
01949842224

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. Pupils at the school experience an effective learning environment created by bright, stimulating displays that reflect the high-quality work of the pupils across a broad range of topics. Many classrooms benefit from displays that support pupils in their learning to ensure that they can achieve their best. Pupils are courteous, considerate and respectful of one another. A group of older pupils told me they were particularly proud of a recent model in the playground created by a group of Reception children. They told me it demonstrated that ’everyone can do something’ and ’everyone is valued’. Pupils are rightly proud of the school. They enjoy writing about a broad range of topics, which include the effects of water pollution across the globe, Hinduism, Charles Darwin and the impact of plastics in our oceans. They also enjoy the range of sporting opportunities offered by the school and are proud to represent their school at sports fixtures and other events. The broad curriculum helps pupils to achieve well across a range of subjects. This is reflected in the numerous awards achieved by the school, such as the Music Quality Mark, Healthy Schools Award, School Games Mark and Eco-School status. Pupils are very positive about the new behaviour system. They spoke enthusiastically about the ‘character team points’ system you recently introduced and how it helps to create a good working ethos in the school. Alongside this, the pupils have a good understanding of the importance of persevering in their learning through your work on promoting a ‘growth mindset’. This means that they are well motivated to do their best and are beginning to understand the importance of being resilient in their learning. Your approach to creating the school improvement plan now includes teaching assistants, teachers and the governing body and is effective. It helps to ensure that everyone is aware of how well the school is performing and has a voice in formulating the new plan. The governing body now review the school improvement plan regularly. They are involved in some of the monitoring processes, so they can see the impact of your actions for themselves. They hold you and other leaders to account well with challenges of ‘prove it’ and ‘show me’ as a regular feature of meetings. Their ability to challenge the school has further developed as they have attended training on the school’s new electronic system for recording pupils’ progress. This enables them to access and analyse pupils’ performance data for themselves and engage leaders effectively in conversations around progress. As a consequence of the newly implemented pupil-progress tracking system, you and your new leadership team now have a much better grasp on how well pupils are achieving and where further support is needed. This has had a significant effect on halting the decline in progress across the school. The school is now able to focus effective additional individualised support to ensure that pupils remain on track or catch up to better enable them to achieve their full potential. However, there is still a legacy of underachievement for some pupils in key stage 2, particularly pupils who have special educational needs (SEN) and/or disabilities and lower-attaining pupils. The school uses the services of external agencies well. A local teaching school provides an annual health check. It provides an independent review of the school, focusing on pupils’ progress and attainment alongside lesson visits and interviews with leaders. The reports generated are detailed and used to guide the school’s next steps well. External support delivered through joint training has also been used to supplement internal training on developing the effectiveness of teaching assistants during intervention work. This has been pivotal in developing the skills of the newly appointed coordinator for pupils who have SEN and/or disabilities. In 2017, the progress of pupils leaving key stage 2 in reading, writing and mathematics was slower when compared to pupils leaving key stage 2 in 2016. Whilst still broadly in line with national averages in reading and mathematics, progress in writing for pupils leaving key stage 2 was below that seen nationally. However, in 2017, the proportion of pupils leaving key stage 2 who achieved the high standard in reading, writing and mathematics was above the national average. In 2017, pupils who have SEN and/or disabilities made very slow progress in reading, writing and mathematics from their various key stage 1 starting points.

Bottesford Church of England Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>47, "agree"=>41, "disagree"=>9, "strongly_disagree"=>3, "dont_know"=>0} UNLOCK Figures based on 68 responses up to 01-11-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>54, "agree"=>38, "disagree"=>6, "strongly_disagree"=>0, "dont_know"=>1} UNLOCK Figures based on 68 responses up to 01-11-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>34, "agree"=>44, "disagree"=>18, "strongly_disagree"=>1, "dont_know"=>3} UNLOCK Figures based on 68 responses up to 01-11-2023
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>59, "strongly_agree"=>9, "agree"=>9, "disagree"=>10, "strongly_disagree"=>4, "dont_know"=>9} UNLOCK Figures based on 68 responses up to 01-11-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>34, "agree"=>40, "disagree"=>19, "strongly_disagree"=>4, "dont_know"=>3} UNLOCK Figures based on 68 responses up to 01-11-2023
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>21, "strongly_agree"=>29, "agree"=>21, "disagree"=>21, "strongly_disagree"=>6, "dont_know"=>3} UNLOCK Figures based on 68 responses up to 01-11-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>75, "agree"=>8, "disagree"=>8, "strongly_disagree"=>8, "dont_know"=>0} UNLOCK Figures based on 12 responses up to 01-11-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>29, "agree"=>38, "disagree"=>15, "strongly_disagree"=>7, "dont_know"=>10} UNLOCK Figures based on 68 responses up to 01-11-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>35, "agree"=>44, "disagree"=>16, "strongly_disagree"=>3, "dont_know"=>1} UNLOCK Figures based on 68 responses up to 01-11-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>35, "agree"=>49, "disagree"=>10, "strongly_disagree"=>1, "dont_know"=>4} UNLOCK Figures based on 68 responses up to 01-11-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>40, "agree"=>40, "disagree"=>13, "strongly_disagree"=>3, "dont_know"=>4} UNLOCK Figures based on 68 responses up to 01-11-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>44, "agree"=>40, "disagree"=>15, "strongly_disagree"=>1, "dont_know"=>0} UNLOCK Figures based on 68 responses up to 01-11-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>31, "agree"=>29, "disagree"=>25, "strongly_disagree"=>1, "dont_know"=>13} UNLOCK Figures based on 68 responses up to 01-11-2023
Yes No {"yes"=>71, "no"=>29} UNLOCK Figures based on 68 responses up to 01-11-2023

Responses taken from Ofsted Parent View

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