Church Hill School
Catchment Area, Reviews and Key Information

Primary
School Guide Rating
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Burlington Rise
East Barnet
Barnet
EN4 8NN
02083683431
Pupils
211
Ages
4 - 11
Gender
Mixed
Type
Community school
4 1 1 2 3 4
NATIONAL AVG. 2.08
Ofsted Inspection
(18/1/17)
Full Report - All Reports
90%
NATIONAL AVG. 65%
% pupils meeting the expected standard in reading, writing and mathematics
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School Description

The leadership team has maintained the good quality of education since the last inspection. You provide effective leadership and have the utmost respect of pupils, staff and parents. You have established a culture where every person is valued and respected. As a result, staff and pupils are proud to be part of the school. The leadership team supports you well and shows a determination to bring about further improvement. Governors have a range of expertise and are exceptionally wellinformed. They have rightly challenged you to ensure that standards do not slip and have played a crucial role in maintaining the school’s overall effectiveness. You are honest and open about the school’s strengths and weaknesses. As a result, you have an accurate picture of what the school does well and have rightly prioritised areas for improvement. You have successfully reversed a downward trend in the early years, and good teaching now ensures that children get off to a strong start. Recently you replaced the tracking system to provide more rigorous monitoring of pupils’ progress across the school. This is starting to help staff to better identify any gaps in knowledge and skills and to plan their teaching accordingly. The school is a small but close-knit community. There is a strong sense of family values, and relationships between staff and pupils are warm and caring. The school is highly inclusive. Pupils with all different types of need are welcomed and feel part of the school community. While parents are generally positive about the school, a few would like better lines of communication or feel their children are not challenged sufficiently. I agree with them; these are two areas that are holding the school back from moving to the next level. Leaders know this too and recognise that the most able pupils are not always stretched to achieve the highest standards possible in reading, writing and mathematics. Pupils are doing well but some could do even better. Safeguarding is effective. Leaders have ensured that all safeguarding arrangements for pupils are secure and reflect current statutory guidance. The single central record meets all requirements and is well maintained. Pre-recruitment checks on the suitability of all staff and volunteers are diligently carried out and leaders review these processes regularly. Records are detailed and of high quality. The governor responsible for safeguarding uses his considerable expertise and knowledge to train staff and leaders. As a result, they are well informed about current safeguarding practice, including, for example, the ‘Prevent’ duty, female genital mutilation and child sexual exploitation. Staff are swift to follow up any concerns and seek appropriate support from external agencies as necessary. Pupils feel happy and safe in school. They say that they can talk to a member of staff if they have any concerns. The school teaches pupils how to stay safe in and out of school, including online. ‘Family circle time’ allows pupils in different year groups to mix and form friendships; instances of bullying are rare and are dealt with swiftly. Inspection findings To test out the hypothesis that the school remains good, we agreed four lines of enquiry. My findings for all of these showed that leaders have acted effectively to maintain a good standard of education for pupils. The first line of enquiry explored the achievement of pupils in key stage 1. Attainment in all subjects by pupils at the end of Year 2 in 2016 dipped and was below national averages. The previous inspection report had also highlighted teaching and learning in these year groups as an area for improvement. Leaders had already identified key stage 1 as a high priority for the school. Leaders have analysed the outcomes for last year and put in place measures to support pupils to make better progress. They knew that the weak outcomes for Year 2 pupils in 2016 were a legacy of ineffective teaching. The school appointed committed teachers and made changes in the management structure. There is evidence that teaching is of a good standard in Year 1 and Year 2. The proportion of pupils who meet the expected standard in phonics at the end of Year 1 has risen and is now above the national average. Current performance information and work in pupils’ books indicates that pupils are on track to reach the expected standard in reading, writing and mathematics in key stage 1. However, some pupils told me that they choose the easy tasks in class when given a choice. Leaders agreed that teachers could challenge pupils more while being careful not to overwhelm them. The second key line of enquiry related to progress in reading in key stage 2. In 2016, progress in all key stage 2 subjects was in line with national averages. Comparatively, though, the outcomes for pupils’ attainment at the end of Year 6 were weaker in reading than they were in mathematics and writing. Since the last inspection there has been a real focus on writing and leaders have recognised that the same focus now needs to be applied to reading. This year, leaders have given reading a higher profile across the school. Staff have analysed reading papers and have developed their reading schemes to develop any potential weak skills in comprehension, such as inference and deduction. Teachers track individual progress carefully and put additional support in place when it is needed. A bid for extra funding was secured to purchase more suitable books, specifically for key stage 2 pupils. Pupils enjoy reading and appreciate the opportunities to listen to guest writers. Leaders are starting to see improved levels of attainment in reading across the school, not just in key stage 2. With a continued drive and commitment to develop pupils’ reading, the school is working effectively to improve standards in reading. The third key line of enquiry we agreed to consider was attendance and persistent absence. Attendance overall was below the national average in 2016. However, staff and governors have quickly acted on this and have put strategies in place to work with pupils and families. This involves better communication with parents and carers when a child is absent and support from the educational welfare officer. Attendance figures have improved and are now above the national average. The final key line of enquiry explored the strategic role of the school governors. The governing body was restructured two years ago. Governors bring a wide range of skills to the board and have specific responsibilities. The governing body are an asset to the school and have strengthened the leadership capacity. Governors take their roles very seriously and are committed to improving standards through working collaboratively and strategically with school leaders. They analyse and review school performance information, provide robust challenge and work above and beyond their statutory duty as governors.

Church Hill School Catchment Area Map

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

Enter a postcode to see where you live on the map
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

020 8359 2000

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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