Easebourne CofE Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
226
AGES
4 - 11
GENDER
Mixed
TYPE
Voluntary controlled 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
033 301 42903 033 301 42903

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
(17/11/2021)
Full Report - All Reports
42%
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)
Wheelbarrow Castle
Easebourne
Midhurst
GU29 9AG
01730813266

School Description

This is a welcoming and friendly place where everyone cares for one another. The school’s values of ‘faith, hope and love’ are at the heart of the community. One pupil said, ‘We are all loved and appreciated by everyone in our school.’ Pupils feel safe and valued. They get along well with one another. Pupils do not worry about bullying. If a ‘falling out’ between pupils occurs, they say that adults deal with it quickly and ‘help us make the friendship better’. Leaders provide an extensive range of opportunities for pupils to develop their interests and discover new things. There is something for everyone. For instance, pupils enjoy a wide range of sports activities, learn to build and drive cars in ‘Goblin club’, and perform at events in the local community. Staff want the best for all pupils. Pupils are keen to learn. They are proud of their achievements. Children in the Reception class are attentive and buzz with excitement. Parents and carers are highly appreciative of the school. One parent echoed the thoughts of many by saying, ‘I could not be happier with the education, care and support my children receive.’ What does the school do well and what does it need to do better? Leaders have developed an ambitious, challenging and interesting curriculum. They are determined for all pupils to receive a well-rounded education that successfully prepares them for life beyond the school gates. Leaders have identified the important knowledge and skills pupils should learn and remember in each subject. Trips, visits and visitors provide pupils with opportunities to use their learning purposefully. Overall, staff have secure subject knowledge. Useful training for teachers in reading and mathematics is helping to ensure that these subjects are taught well. Teachers engage and challenge pupils to learn and remember more. They carefully check how well pupils have understood what they have learned before moving them on to new ideas. However, leaders have identified that some staff are not as confident in delivering a small number of subjects such as art and physical education. Consequently, while pupils’ achievement is good overall, it could be even better in some subjects. Mathematics is taught well. Teachers check and make sure that all pupils, including children in early years, learn well. Pupils confidently use mathematical knowledge and vocabulary to discuss and explain their ideas. Leaders know how well pupils are achieving across the different year groups and make sure that the curriculum is adjusted to meet pupils’ needs effectively. However, this is not consistent across all subjects in the school’s curriculum. Staff nurture pupils’ love of reading. Leaders provide pupils with a diverse and varied selection of books to read and enjoy. Pupils take pleasure in visiting the well-stocked library. They discuss and share the books they read with staff and their friends. Children get off to a flying start as soon as they start in Reception Year. Pupils learn phonics in a sequence that helps them learn to read fluently and confidently. They read books that help them practise the sounds they learn in lessons. Pupils who need any extra support with their reading are quickly identified by teachers. This helps them to catch up quickly. Pupils with special educational needs and/or disabilities are fully included in all aspects of school life. Staff understand these pupils’ needs. Careful identification ensures that tailored support is provided. Where appropriate, leaders work with external professionals to make sure that these pupils get the help they need. Staff have high expectations of pupils’ behaviour. Pupils concentrate well and show positive attitudes towards their learning. Pupils listen and take turns to talk respectfully when they work with a partner. They share and debate their ideas in a mature and considerate way. Leaders provide a wealth of opportunities for pupils to learn about their role as responsible citizens. For instance, pupils regularly raise funds for charities and help out at the local food bank. Pupils particularly take pride in looking after their school, for example as house captains, playtime leaders, rights ambassadors and school librarians. Leaders and governors look after their staff exceptionally well. They have reviewed teachers’ workload and have removed unnecessary tasks. Staff morale is high. This is because they feel that leaders genuinely care about their well-being.

Easebourne CofE Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>82, "agree"=>18, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 82 responses up to 19-11-2021
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>88, "agree"=>12, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 82 responses up to 19-11-2021
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>59, "agree"=>39, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>2} UNLOCK Figures based on 82 responses up to 19-11-2021
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>76, "strongly_agree"=>7, "agree"=>7, "disagree"=>1, "strongly_disagree"=>1, "dont_know"=>7} UNLOCK Figures based on 82 responses up to 19-11-2021
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>73, "agree"=>27, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 82 responses up to 19-11-2021
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>28, "strongly_agree"=>50, "agree"=>17, "disagree"=>4, "strongly_disagree"=>1, "dont_know"=>0} UNLOCK Figures based on 82 responses up to 19-11-2021
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>45, "agree"=>45, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>9} UNLOCK Figures based on 11 responses up to 19-11-2021
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>59, "agree"=>34, "disagree"=>4, "strongly_disagree"=>0, "dont_know"=>4} UNLOCK Figures based on 82 responses up to 19-11-2021
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>62, "agree"=>34, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>1} UNLOCK Figures based on 82 responses up to 19-11-2021
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>67, "agree"=>29, "disagree"=>4, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 82 responses up to 19-11-2021
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>70, "agree"=>28, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>2} UNLOCK Figures based on 82 responses up to 19-11-2021
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>72, "agree"=>26, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>2} UNLOCK Figures based on 82 responses up to 19-11-2021
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>55, "agree"=>37, "disagree"=>5, "strongly_disagree"=>0, "dont_know"=>4} UNLOCK Figures based on 82 responses up to 19-11-2021
Yes No {"yes"=>99, "no"=>1} UNLOCK Figures based on 82 responses up to 19-11-2021

Responses taken from Ofsted Parent View

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