Elloughton Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
372
AGES
3 - 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 2021, ONS

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?

4 1 1 2 3 4
NATIONAL AVG. 2.08
Ofsted Inspection
(9/2/17)
Full Report - All Reports
70%
NATIONAL AVG. 65%
% 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 10% of schools in England) Below Average (About 8% of schools in England) Average (About 67% of schools in England) Above Average (About 5% of schools in England) Well Above Average (About 10% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 7% of schools in England) Average (About 64% of schools in England) Above Average (About 9% of schools in England) Well Above Average (About 10% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 11% of schools in England) Average (About 58% of schools in England) Above Average (About 10% of schools in England) Well Above Average (About 10% of schools in England)

School Results Over Time

2017 2018 2019 UNLOCK

% pupils meeting the expected standard in Key Stage 2 tests (age 11)
2017 2018 2019 UNLOCK

% pupils meeting the higher standard in Key Stage 2 tests (age 11)

These results over time show historic performance for key exam results. We show pre-pandemic results as the fairest indicator of whether performance is up, down or stable

Stockbridge Road
Elloughton
Brough
HU15 1HN
01482666231

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. Everyone I spoke with agrees that you have made a significant and positive difference to the school since your appointment in March 2015. You have built a motivated leadership team who share the high expectations you and your governors have for all pupils. Critically, you all strive to ensure that pupils, the vast majority of who join the school with skills that are at least typical for their age, can reach the highest standards by the time they leave for secondary school. There have been many new successful initiatives since your arrival. The driving force is the school’s ‘moral compass’. This captures everyone’s vision to prepare pupils for the ‘rapidly changing world’. The brisk pace of change has energised staff, who are, as a result, overwhelmingly positive about all aspects of the school. You and your team’s evaluation of the effectiveness of the school is, in the main, accurate and insightful. The subsequent development plan has clearly defined measures of success. This means that you and the governors are clear about the progress being made and the areas needing further attention. Since the last inspection, progress has been made in developing pupils’ ability to solve mathematical problems systematically. The new leader for mathematics is working with teachers to ensure that pupils develop a deeper understanding of mathematical concepts as well as increasing their fluency in basic calculations. Work in pupils’ books confirms this is happening. The effectiveness of teaching is increasing from the position of strength identified at the last inspection. Pupils are keen to learn and proud of their achievements. For example, a Year 1 pupil read with absolute delight her two-page-long story about the three little wolves and the big bad pig. In 2016, a slightly higher than average proportion of pupils reached the standards expected for their age in reading and writing, and a significant proportion of pupils reached the standard in mathematics. Overall, this represents progress that is similar to that made in most other schools. However, one aspect of pupils’ attainment, which you had not identified in your own evaluation of the school, did concern me. This was the fact that fewer girls reached the higher standard in mathematics and reading than in most other schools, but more boys reached the higher standards in these two areas than in other schools. You and your team agreed that more precise tracking of how well girls are doing would ensure that they receive the support they need to reach the higher standard. Pupils are considerate and polite young people. They talk confidently about the uniqueness of everyone and the need to respect everyone. You recognise, as pupils did in their responses to the online survey, that some classmates do not always manage their own behaviour as well as they could. This has improved over the last year but leaders know that there is more to do and, importantly, have clear plans in place. The highly regarded emotional literacy support assistant (ELSA) provides effective support to pupils who need guidance in this area. Attendance is high and you are persistent in your encouragement to the few pupils whose attendance drops below 95% or who are late to school. Safeguarding is effective. In line with the thoroughness you apply to all aspects of your work, you have ensured that staff are well trained and use their training to keep pupils safe. As a result, staff make appropriate and timely referrals to you and you take the right action, involving other agencies when needed. You keep detailed records of all incidents, including those that may be bullying or discriminatory in nature. You review records regularly to check if any concerning patterns are emerging that may indicate a pupil needs additional support for their emotional well-being. The ELSA plays a pivotal role in ensuring the well-being of pupils. Her work is really appreciated by pupils, parents and staff. There was an omission in the record of the checks made on the suitability of staff at the start of the inspection. This was rectified within the day.

Elloughton Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree 77% Agree 17% Disagree 4% Strongly Disagree 1% Don't Know 0% {"strongly_agree"=>77, "agree"=>17, "disagree"=>4, "strongly_disagree"=>1, "dont_know"=>0} Figures based on 69 responses up to 07-02-2018
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Figures based on 69 responses up to 07-02-2018

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Figures based on 69 responses up to 07-02-2018

unlock

Figures based on 69 responses up to 07-02-2018

unlock

Figures based on 69 responses up to 07-02-2018

unlock

Figures based on 69 responses up to 07-02-2018

unlock

Figures based on 69 responses up to 07-02-2018

unlock

Figures based on 69 responses up to 07-02-2018

unlock

Figures based on 69 responses up to 07-02-2018

unlock

Figures based on 69 responses up to 07-02-2018

unlock

Figures based on 69 responses up to 07-02-2018

unlock

Figures based on 69 responses up to 07-02-2018

Responses taken from Ofsted Parent View

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