Captains Close Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
173
AGES
3 - 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
(15/11/2018)
Full Report - All Reports
64%
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)
Saxelby Road
Asfordby
Melton Mowbray
LE14 3TU
01664812630

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You lead the school with care and commitment. All leaders work together to promote an ambitious vision that develops pupils’ values and attitudes that help them to be successful. Staff across the school share a continual commitment to improve teaching and help pupils to achieve the best possible outcomes. You understand the school and staff strengths well. You work effectively with the Discovery School Academy Trust (DSAT) cluster lead. You ensure that middle leaders receive effective training and support to undertake their roles. This has widened leadership and responsibility across the school. The leadership team is now well placed to refine and clarify plans to continue to move the school forward. Leaders and other staff relish working with a range of experts and other schools to inform improvement. Your partnership with DSAT gives the school access to a range of effective training and work with other schools. This has enabled the school to successfully adapt to changing national expectations. As well as learning from others, school leaders are committed to sharing school expertise. For example, you are proud to show others what you have learned through the Royal Shakespeare Company’s (RSC) National Associate Schools Programme. Leaders ensure that the advisory board and trust are well informed. DSAT is developing effective systems to support its schools to improve the quality of information available to inform next steps. The cluster leader is successfully balancing challenge and support to help you improve the rigour and impact of plans to improve teaching and learning. This is ensuring that good teaching is sustained across the school. At the time of the previous inspection, leaders were asked to improve the teaching of writing, including improving the range of pupils’ vocabulary and spelling. You have provided staff with effective training and resources. As a result, these aspects have improved. Leaders were also asked to improve how teachers use checks on learning to ensure that pupils make more rapid progress. A wide range of effective training is ensuring greater consistency across classes and ensuring that teachers have a consistent understanding of age expectations. Assessment of progress against age expectations is being used with increasing accuracy to inform planning. However, there is still work to be done to adapt planning more precisely to meet the needs of different pupils. Attainment at the school is high over time. However, there is variability in rates of progress for pupils with different starting points, including less confident learners and the most able pupils. It is a high priority in the school’s improvement plan to secure more consistency in rates of progress for different pupils. Pupils’ good behaviour and attitudes have been maintained and indeed built upon. Pupils are proud of their school. They feel safe and well supported by all adults. For example, Year 6 pupils told me how much they value choosing an adult to be their ‘pupil champion’ to help them with their transition to secondary school. Leaders’ chosen approach to the curriculum is ensuring that pupils’ attitudes and approaches to tackling learning are well developed. Older pupils are conscientious in supporting younger children, such as through running clubs and being pupil leaders. They appreciate how the school is helping them to prepare for their next steps of education. A pupil told me that, ‘as you go up the school, the learning grows with you’. Interesting topics ensure that pupils enjoy their learning. However, systematic development of knowledge and skills across other subjects is not as well thought through as for English and mathematics. Parents I spoke to and the vast majority of parents who responded to the online questionnaire, Parent View, agreed that their children are happy and safe. Most parents have a very high level of confidence in the school. Parents value the care and approachability of staff in Reception that ensures their children make a positive start to school. However, a minority of parents do not feel information and decisions have been well communicated. Evidence gathered during the inspection showed that leaders consistently draw on a range of views and information to respond appropriately to issues that occur. Leaders are mindful that they should find ways to ensure that all parents feel equally well informed. You ensure that pupils and parents are reminded of the importance of attendance.

Captains Close Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>55, "agree"=>41, "disagree"=>5, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 44 responses up to 16-11-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>55, "agree"=>34, "disagree"=>7, "strongly_disagree"=>0, "dont_know"=>5} UNLOCK Figures based on 44 responses up to 16-11-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>32, "agree"=>52, "disagree"=>11, "strongly_disagree"=>2, "dont_know"=>2} UNLOCK Figures based on 44 responses up to 16-11-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>36, "agree"=>57, "disagree"=>5, "strongly_disagree"=>2, "dont_know"=>0} UNLOCK Figures based on 44 responses up to 16-11-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>34, "agree"=>52, "disagree"=>9, "strongly_disagree"=>2, "dont_know"=>2} UNLOCK Figures based on 44 responses up to 16-11-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>27, "agree"=>52, "disagree"=>7, "strongly_disagree"=>7, "dont_know"=>7} UNLOCK Figures based on 44 responses up to 16-11-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>30, "agree"=>50, "disagree"=>9, "strongly_disagree"=>5, "dont_know"=>7} UNLOCK Figures based on 44 responses up to 16-11-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>16, "agree"=>43, "disagree"=>14, "strongly_disagree"=>14, "dont_know"=>14} UNLOCK Figures based on 44 responses up to 16-11-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>32, "agree"=>36, "disagree"=>30, "strongly_disagree"=>2, "dont_know"=>0} UNLOCK Figures based on 44 responses up to 16-11-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>32, "agree"=>36, "disagree"=>16, "strongly_disagree"=>14, "dont_know"=>2} UNLOCK Figures based on 44 responses up to 16-11-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>41, "agree"=>32, "disagree"=>23, "strongly_disagree"=>2, "dont_know"=>2} UNLOCK Figures based on 44 responses up to 16-11-2018
Yes No {"yes"=>77, "no"=>23} UNLOCK Figures based on 44 responses up to 16-11-2018

Responses taken from Ofsted Parent View

Your rating:
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