Carrington Junior School
Catchment Area, Reviews and Key Information

Primary
PUPILS
239
AGES
7 - 11
GENDER
Mixed
TYPE
Community school
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
01296 395000 / 0845 3708090

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?

Requires Improvement
NATIONAL AVG. 2.09
Ofsted Inspection
(02/11/2023)
Full Report - All Reports
59%
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)
4 Chapel Road
Flackwell Heath
High Wycombe
HP10 9AA
01628521457

School Description

Pupils enjoy school and feel safe. They confirm that bullying is not a problem and trust adults to quickly sort out any worries. Relationships are warm and caring. Most pupils behave sensibly. Pupils know that it is important to value everyone, no matter their family background or beliefs. They talk confidently about the importance of upholding the school’s values of respect, learning, friendship, responsibility, kindness and resilience. Pupils like to make the most of school life by attending the many clubs on offer, including the school’s thriving choir. Leaders are ambitious for all pupils to achieve well. In the short time that they have been in post, leaders have put much in place to get things back on track. However, weaknesses in the wider curriculum mean that pupils do not achieve well in some subjects. Pupils who are behind with reading and those with special educational needs and/or disabilities (SEND) do not consistently get the support that they need. Most parents have nothing but praise for the school and the care that their children receive. As one parent commented, ‘The staff at the school are all wonderful. They are very approachable and always quick to help with any issues.’ What does the school do well and what does it need to do better? Changes of staff and the leadership of the school, as well as the COVID-19 pandemic, have stalled Carrington’s journey of improvement. Leaders and governors are resolute and united in their ambition to improve the school. Leaders have made improvements to some key aspects of the school during this turbulent period. They have implemented a well-thought-out curriculum in mathematics and science. This has brought about greater consistency and means that teachers are clear about what pupils need to learn. This is helping pupils to achieve well. Leaders are continuing to make improvements to the English curriculum. There is now a consistent approach to teaching reading comprehension. Pupils get to know and enjoy lots of good-quality texts. Rightly, leaders plan to strengthen the curriculum further to make more explicit the key knowledge and vocabulary that pupils need to learn. Leaders have not yet embedded a systematic approach to the teaching of phonics for those pupils who have fallen behind or not yet learned to read. Extra support is not consistently precise or effective. This means that specific gaps in pupils’ learning are not identified or addressed well enough. Some pupils are not catching up quickly enough and becoming competent readers. Inspection report: Carrington Junior School 10 and 11 May 2022 2 The wider curriculum is still a work in progress. Content is typically driven by crosscurricular topics and not always sequenced logically. Leaders have not identified what precise knowledge they want pupils to learn and remember. Weaknesses in the curriculum are mirrored in how well staff check what pupils have learned and address any gaps. There are also lengthy periods when pupils do not learn some subjects. As a result, pupils’ learning is patchy. Some struggle to remember or make links with previous units of learning. Teachers generally explain things well and ‘hook’ pupils into learning. They plan activities to interest pupils and get them involved in lively discussions. Teachers make sure that pupils with SEND, including those in the specialist resource base, have access to a wide curriculum offer. Pupils’ additional needs are identified quickly and accurately. However, teachers do not consistently take enough account of the needs of pupils with SEND. As a result, some pupils with SEND do not learn as well as they could across the whole curriculum. Through the school’s well-planned curriculum for pupils’ personal, social and health education, pupils learn how to keep safe, including online. They learn what it means to be a good friend, and how to recognise peer pressure. Pupils are encouraged to be good citizens and to understand and debate important values such as equality and diversity. Staff are upbeat and enjoy working at the school. Staff and parents particularly value leaders’ work and support through the COVID-19 pandemic.

Carrington Junior School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>71, "agree"=>20, "disagree"=>6, "strongly_disagree"=>3, "dont_know"=>0} UNLOCK Figures based on 35 responses up to 03-11-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>69, "agree"=>26, "disagree"=>0, "strongly_disagree"=>3, "dont_know"=>3} UNLOCK Figures based on 35 responses up to 03-11-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>49, "agree"=>40, "disagree"=>6, "strongly_disagree"=>3, "dont_know"=>3} UNLOCK Figures based on 35 responses up to 03-11-2023
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>69, "strongly_agree"=>3, "agree"=>11, "disagree"=>0, "strongly_disagree"=>3, "dont_know"=>14} UNLOCK Figures based on 35 responses up to 03-11-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>57, "agree"=>26, "disagree"=>11, "strongly_disagree"=>3, "dont_know"=>3} UNLOCK Figures based on 35 responses up to 03-11-2023
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>40, "strongly_agree"=>37, "agree"=>9, "disagree"=>9, "strongly_disagree"=>6, "dont_know"=>0} UNLOCK Figures based on 35 responses up to 03-11-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>60, "agree"=>10, "disagree"=>20, "strongly_disagree"=>10, "dont_know"=>0} UNLOCK Figures based on 10 responses up to 03-11-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>40, "agree"=>46, "disagree"=>11, "strongly_disagree"=>0, "dont_know"=>3} UNLOCK Figures based on 35 responses up to 03-11-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>54, "agree"=>29, "disagree"=>9, "strongly_disagree"=>6, "dont_know"=>3} UNLOCK Figures based on 35 responses up to 03-11-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>54, "agree"=>26, "disagree"=>14, "strongly_disagree"=>6, "dont_know"=>0} UNLOCK Figures based on 35 responses up to 03-11-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>71, "agree"=>14, "disagree"=>11, "strongly_disagree"=>0, "dont_know"=>3} UNLOCK Figures based on 35 responses up to 03-11-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>71, "agree"=>17, "disagree"=>6, "strongly_disagree"=>0, "dont_know"=>6} UNLOCK Figures based on 35 responses up to 03-11-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>49, "agree"=>29, "disagree"=>11, "strongly_disagree"=>3, "dont_know"=>9} UNLOCK Figures based on 35 responses up to 03-11-2023
Yes No {"yes"=>80, "no"=>20} UNLOCK Figures based on 35 responses up to 03-11-2023

Responses taken from Ofsted Parent View

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