Costock CofE Primary School
Catchment Area, Reviews and Key Information

Primary
School Guide Rating
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Main Street
Costock
Loughborough
LE12 6XD
01509852084
Pupils
90
Ages
5 - 11
Gender
Mixed
Type
Voluntary controlled school
4 1 1 2 3 4
NATIONAL AVG. 2.08
Ofsted Inspection
(23/1/19)
Full Report - All Reports
87%
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 in the school since the last inspection. You, your staff and governors have a shared vision for your pupils. Your mission of ‘Service to God, each other and ourselves, Truth, Acceptance and Respect’ guides all of the school’s activities. Collectively, you know the school well and have a strong determination to help all pupils achieve their potential. Parents and carers are appreciative of the school’s work and are confident that leaders will develop the school further. The previous inspection recognised many strengths in leadership and teaching and learning. Despite significant recent changes in staffing, these strengths have been maintained. In this small school, you hold many responsibilities. You have quite rightly sought external support for improvement from the local authority and other schools while key staff are on leave. This support has been particularly effective for newly qualified teachers. Your small team of staff works together very well, and morale is high. The ethos of the school promotes a very strong inclusive culture. Pupils learn and play with, and alongside, each other in harmony and respect. A parent wrote, ‘The best school I could have hoped for. There’s a caring environment where every child is known to all the staff and teachers and their welfare and happiness are really important.’ Pupils are enthusiastic and polite. They behave very well and enjoy learning. Pupils have responded very positively to your recent focus on developing their attitudes to learning and coping with setbacks. Pupils spoke appreciatively about the FAIL (First Attempt in Learning) approach and the ‘Power of Yet’, as in ‘I can’t do it, yet’. They say that this helps them persevere with their learning, especially when it becomes more challenging. Leaders have made recent changes to the curriculum. You have built on existing strengths and have introduced new learning opportunities. Lessons are well planned and aim to increase the links between pupils’ prior knowledge and experiences and their new learning. Themes such as ‘Would the Beatles have won X Factor?’ have engaged the interest of pupils, staff and parents while ensuring that pupils get a good grounding in the necessary subject knowledge and skills. Pupils have opportunities to take part in a wide range of clubs and sporting activities, with the football team having had recent success. At the previous inspection, you were asked to improve the way that you use assessment information about different groups of pupils to inform improvement plans and teaching. You were also asked to ensure that pupils, including those with SEND, make good progress in all subjects. Leaders now track pupils’ progress carefully and share this information regularly with governors. Through your involvement with other schools and through regular moderation, you have improved the quality of teacher assessment so that this is now more accurate. Teachers know their pupils well, and groups of pupils and individuals are generally given effective additional support when it is needed. As one parent told me, ‘Children are known as individuals not numbers.’ You are working with staff to ensure that they have consistently high expectations of all pupils. Teaching assistants make a strong contribution to the progress of pupils with special educational needs and/or disabilities (SEND). These pupils are encouraged to participate fully in school life, and they do so with enthusiasm. As a result of these actions, pupils’ attainment in the early years and at the end of key stage 1 improved in 2018. Leaders have developed effective systems for school improvement planning, selfevaluation and identifying priorities to improve the school further. You involve governors in this process so that they have a clear overview of the strengths and weaknesses of the school. They visit the school regularly so that they can check the work of leaders and the impact on pupils’ outcomes for themselves. Governors have a good understanding of the school’s assessment information, and they ask challenging questions about the achievement of pupils. As a result, they are increasingly effective in holding you to account for pupils’ progress. Safeguarding is effective. Leaders have ensured that safeguarding procedures are fit for purpose. The staff I spoke with all understand their responsibilities to act promptly to keep pupils safe. They have regular and effective training so that they know the signs to look out for and how to report these. Leaders work well with outside agencies to provide effective support for pupils and their families when needed. Parents appreciate this support. Pupils receive a good grounding in how to keep themselves safe and recognise risk. They know how to stay safe online, and they understand the importance of not sharing their personal information. Pupils talk eagerly about the opportunities that they have to learn about safety. They benefit from a wide range of visits and visitors, including the police and the fire service.

Costock CofE Primary 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

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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