Bunny CofE Primary School
Catchment Area, Reviews and Key Information

Primary
School Guide Rating
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Church Street
Bunny
Nottingham
NG11 6QW
01159212727
Pupils
97
Ages
3 - 11
Gender
Mixed
Type
Voluntary controlled school
4 1 1 2 3 4
NATIONAL AVG. 2.08
Ofsted Inspection
(10/1/17)
Full Report - All Reports
100%
NATIONAL AVG. 65%
% pupils meeting the expected standard in reading, writing and mathematics
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School Description

Leaders have maintained the good quality of education in the school since the last inspection. The school has an acknowledged ‘family atmosphere’ where relationships are positive and pupils’ behaviour is good. Pupils of all ages work and play together harmoniously. For example, at lunchtime older pupils were seen helping the adults by serving food to younger pupils and sitting with them while they ate, promoting an enjoyable social atmosphere. The previous inspection recommended that teaching should be improved by sharing ideas and expertise and ensuring that the pace of all learning matches that seen in the best lessons. You have provided a range of training and professional development for staff and enabled them to work collaboratively and share good practice. Less experienced members of staff are well supported by colleagues. As a result, good standards have been maintained throughout the school as most pupils achieve the standards expected of them for their age. You have successfully improved pupils’ knowledge of grammar, punctuation and spelling through focused daily sessions in key stage 2 and effective phonics teaching in key stage 1. Consequently, writing is improving throughout the school and an increasing number of pupils are on track to achieve beyond expected standards in their writing this year. You have recognised that there is still a need to improve pupils’ mathematical reasoning, particularly for the most able pupils, so they are able to work at the higher standard. Pupils do not always use precise mathematical vocabulary and so cannot explain their learning as confidently as in reading and writing. Parents’ views of the school are very positive. They say their children are happy, well looked after and make good progress at school. However, although many parents said that they were well informed, a significant minority of those who responded to the online parent survey, or spoke to the inspector during the inspection, said that communication could be better because information is often sent at short notice. The school’s website does not fully meet requirements on the publication of specified information. You addressed some of the omissions which we discussed immediately. Safeguarding is effective. There is a strong safeguarding culture in the school. All staff are vigilant and proactive in ensuring the well-being of pupils. They know what to do if concerns are raised and there are clear procedures to follow up any issues. Training is provided for all staff and regular updates ensure that they are up to date. There are also online training opportunities for both staff and governors so that collectively there is a wide body of knowledge within the school. Pupils enjoy school and attendance is good. They feel safe and have confidence in adults to sort out any problems or worries they may have. You have ensured that all safeguarding arrangements are fit for purpose and records are detailed and of good quality. Inspection findings You have accurately identified priorities for improvement and have planned actions to ensure that standards remain good. Staff work well together and share skills and knowledge to improve their effectiveness. Recent staff changes have seen some expertise lost to the school temporarily. However, staffing is now stable and the more experienced individuals have specific school improvement responsibilities; this is helping to build leadership capacity in the school. You regularly monitor the learning in all classes, checking that teaching is of a good quality and that pupils are making progress. Governors are also involved in some of the monitoring activities so they can see at first hand the progress being made. Pupils respond enthusiastically to interesting curriculum themes and topics. Planning the curriculum in this way provides opportunities for pupils to apply their literacy and mathematics skills in different subjects. The governing body has been reconstituted since the last inspection and the committee structure has been streamlined. Individual governors have skills that are helpful to the school and are making a positive contribution. Governors have been actively involved in improving facilities in the school, and provide a good level of challenge. High standards in reading are being maintained. Pupils read confidently and with enjoyment. They can use a range of strategies to ensure that they read accurately and with good understanding. Older and the most able pupils are fluent readers and can use a wide range of skills that support their learning across the curriculum. Children in the early years are developing early literacy and mathematical skills that will form a good basis for later learning. Most are on track to achieve a good level of development by the end of the year. Phonics is taught well. Pupils are grouped according to the stage they are at and make good progress. Flexible groupings ensure that pupils can be moved on quickly in their learning, or supported to catch up where necessary. The daily ‘SPaG’ (spelling, punctuation and grammar) sessions ensure that pupils build up their skills systematically and can apply them in their writing. Pupils can explain how a good knowledge of grammar can improve their own writing and make it more interesting. In 2016, none of the most able pupils in key stage 2 achieved greater depth in their writing. However, your current assessment information shows that mostable pupils are already working at the levels expected of them for their age and that a greater proportion of pupils in key stage 2 are on track to achieve greater depth in their writing by the end of the year. In the most recent end of year tests for mathematics, none of the most able pupils achieved the higher standard and rates of progress were below average. You have rightly identified the development of mathematical reasoning as a school improvement priority this year and have provided some training for staff to support improvement in this area. However, pupils’ books show that activities focus on developing fluency in calculation and problem-solving. There is little evidence of pupils developing reasoning skills. Pupils do not use mathematical language and vocabulary routinely; therefore, they are not able to explain their learning as well as they can for reading and writing and this is hampering progress, particularly for the most able pupils. Next steps for the school Leaders and those responsible for governance should ensure that: pupils develop their mathematical reasoning skills to enable them to solve more complex problems, also developing their use of mathematical vocabulary so they can explain and justify their thinking accurately communication is improved further so that parents are informed about school events in a timely manner the school website meets requirements on the publication of specified information.

Bunny CofE Primary School Catchment Area Map

This pupil heat map shows where pupils currently attending the school live.

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heatmap example
Source:
All attending pupils
National School Census Data 2020
ONS
Pupil heat map key

How many pupils attending the school live in the area?

Many
Some
Few



The concentration of pupils shows likelihood of admission based on distance criteria

0300 500 80 80

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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