Congerstone Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
183
AGES
4 - 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
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
(21/03/2023)
Full Report - All Reports
74%
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)
Shackerstone Road
Congerstone
Nuneaton
CV13 6NH
01827880243

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. The school is outward looking. You make good use of a range of networks and links with other schools to provide effective training and professional development for the staff. This has been important in enabling you to improve, for example, the ways in which the teachers assess the pupils’ progress. As a result, the teachers are able to plan activities increasingly for the pupils to meet precisely identified learning needs. You have dealt with the areas for improvement from the previous inspection systematically. The level of satisfaction expressed by parents using Parent View for this inspection is notably higher than it was in 2012. Your own surveys show yearon-year improvements in parents’ views of the school, including of the progress made by the pupils, the quality of the teaching, and satisfaction with the information that is provided by the school. You and the staff have increased the level of learning challenge for the pupils. The pupils are motivated to do well, as a result of the ways in which you have done this. The pupils’ books show care, effort and application to their work in a range of subjects. The increased level of challenge is apparent not only in the way that the teachers plan work for the pupils, but also in the questions that they ask and the way in which they respond to the pupils’ efforts. The teachers ensure that the questions that they put to the pupils promote thinking and demand explanations for the answers. Your actions have improved the quality of teaching, learning and assessment. This has been the case most recently in mathematics particularly. You have taken note of the limited progress in mathematics made by the pupils in recent years, especially in 2016. The subject leader for mathematics has taken effective action. That action has led to a consistent and coherent approach throughout the school now to teaching the subject. The pupils’ progress in mathematics improved notably in 2017. This improvement has yet to be sustained. In particular, not enough of the pupils are currently achieving greater depth in their knowledge and understanding of the subject. You have maintained the important strengths noted at the previous inspection. The children continue to make a strong start in the Reception Year. They settle at the school very quickly. The proportion of the children reaching a good level of development has risen year on year and is consistently above average. The children’s good progress is evident as well in key areas of learning, such as mathematics. You have a carefully constructed programme of activities to enable the children to get ready for the more formal demands of learning in key stage 1. The teachers share information about the children’s knowledge, skills and understanding. Most groups of children continue to make good progress through key stage 1, but the school’s current arrangements have not been enough to ensure that the children at the lowest stage of development by the end of the Reception Year make good progress through key stage 1. The pupils understand the importance of good attendance, as a result of the work that the school does to promote it. This is reflected in overall levels of attendance that are consistently above average. You monitor the attendance of each pupil carefully. You know well the individual circumstances of the small number of pupils whose attendance is low. As a result of your work, typically, the attendance of these pupils improves, sometimes substantially. Safeguarding is effective. The leadership team has ensured that all safeguarding arrangements are fit for purpose. The pupils told me convincingly, with conviction, that they feel safe at the school. They feel that the staff look after them well and are aware that the staff keep a close eye on them. This was the most important factor for the pupils. The pupils said that incidents of bullying are unusual. They have a high level of confidence in the staff to sort out problems of this kind. The staff are kept up to date with safeguarding matters through regular training and more-frequent briefings and bulletins. They know what sort of things to look out for and what to do if they have a concern. They pay attention to things that may appear to be relatively small, but potentially significant matters, as well as more-obvious signs that a pupil may need help.

Congerstone Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>69, "agree"=>26, "disagree"=>4, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 68 responses up to 22-03-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>87, "agree"=>9, "disagree"=>3, "strongly_disagree"=>0, "dont_know"=>1} UNLOCK Figures based on 68 responses up to 22-03-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>74, "agree"=>21, "disagree"=>4, "strongly_disagree"=>1, "dont_know"=>0} UNLOCK Figures based on 68 responses up to 22-03-2023
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>65, "strongly_agree"=>12, "agree"=>6, "disagree"=>7, "strongly_disagree"=>3, "dont_know"=>7} UNLOCK Figures based on 68 responses up to 22-03-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>62, "agree"=>35, "disagree"=>3, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 68 responses up to 22-03-2023
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>32, "strongly_agree"=>40, "agree"=>19, "disagree"=>7, "strongly_disagree"=>0, "dont_know"=>1} UNLOCK Figures based on 68 responses up to 22-03-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>43, "agree"=>43, "disagree"=>14, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 10 responses up to 22-03-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>66, "agree"=>25, "disagree"=>4, "strongly_disagree"=>0, "dont_know"=>4} UNLOCK Figures based on 68 responses up to 22-03-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>57, "agree"=>41, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>1} UNLOCK Figures based on 68 responses up to 22-03-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>60, "agree"=>40, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 68 responses up to 22-03-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>65, "agree"=>31, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>4} UNLOCK Figures based on 68 responses up to 22-03-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>50, "agree"=>38, "disagree"=>4, "strongly_disagree"=>0, "dont_know"=>7} UNLOCK Figures based on 68 responses up to 22-03-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>53, "agree"=>40, "disagree"=>4, "strongly_disagree"=>0, "dont_know"=>3} UNLOCK Figures based on 68 responses up to 22-03-2023
Yes No {"yes"=>99, "no"=>1} UNLOCK Figures based on 68 responses up to 22-03-2023

Responses taken from Ofsted Parent View

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