Felton Church of England Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
108
AGES
3 - 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
01670 624889

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
(11/07/2023)
Full Report - All Reports
63%
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)
Mouldshaugh Lane
Felton
Morpeth
NE65 9PY
01670787315

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You are driving forward continuous improvements which are impacting positively on improving the quality of teaching and accelerating the progress pupils make in their learning. Robust and accurate self-evaluation involves everyone in the school. Your supportive style and meticulous attention to detail empowers leaders, teachers and teaching assistants. It promotes teamwork and places a strong emphasis on an inclusive approach which allows access to highquality learning opportunities for all pupils. School improvement is driven through a vision shared by the whole-school community including the skilled and supportive governing body. ‘Loving, learning, living’ runs like a golden thread through all school activities. You have successfully introduced a style of leadership that allows teachers to be the drivers of a range of actions that meet the differing and specific needs of different cohorts of pupils in school. Rigorous interrogation of assessment information and a clear understanding of the needs of each individual pupil create learning opportunities which allow pupils to excel. In addition, ‘mini-adventures’, enhanced by innovative use of the large outdoor space and woodland area, develop teamwork and resilience in pupils. These essential attitudes impact positively on pupils’ learning, removing any fear of failure and allowing pupils to stick at a task. You have ensured that areas for development identified in the previous inspection before your full-time appointment have been tackled successfully. Learning is planned to be exciting and capture pupils’ imagination. Pupils’ achievement in mathematics matches that in reading and writing, and has been a focus of school improvement. You acknowledge that further work needs to be completed in order to consolidate pupils’ mathematical reasoning, including in how it is recorded. You have ensured that pupils benefit from a curriculum that captures their interest. The mini-adventures, linked to a class text, are designed to develop pupils’ English and mathematical skills as well as in all subjects across the curriculum. Older pupils have benefited from a residential opportunity at Blencathra in the Lake District, and pupils reported exciting visits to the local river, Alnwick Museum and a Roman fort in North Shields. You have worked hard to introduce bespoke systems to assess and track pupils’ progress in subject-specific skills across the whole curriculum which allow teachers to ensure progression in pupils’ knowledge and skills. You acknowledge that these new systems require further refinement and to become embedded. Safeguarding is effective. The leadership team has ensured that all safeguarding arrangements are fit for purpose. Under the watchful eye of all staff, no stone is left unturned to ensure that all pupils are safe. The curriculum supports pupils well in maintaining their own safety. Pupils know the dangers of social media and understand they should never post personal details online. Pupils have full trust in their teachers and teaching assistants who look after them. Pupils report feeling safe all of the time. Policies and procedures are of extremely high quality and regularly updated by the office manager. You maintain meticulous records of all incidents and conversations regarding pupils’ welfare, as well as ‘cause for concern’ forms completed by staff. Staff and governor training is thorough and up to date, including training to ensure that pupils are kept safe from online dangers and that recruitment procedures are watertight. Registers of staff training are completed diligently. Inspection findings Children get off to a really good start in the early years. Strong leadership, exciting resources and activities, supportive relationships and skilled staff ensure that children in the Nursery and Reception have every opportunity to thrive. Children are happy, cooperative and interested in their learning. Adult support is appropriate and well targeted. The proportion who reach a good level of development is well above that found nationally. As a result, children are well prepared to move to the next phase of their education. You have ensured that regular and accurate assessment is used to identify those pupils on track to reach levels expected for their age, those who are at risk of falling behind and those who are making rapid progress. This information is then used to plan specific and targeted support to allow pupils to catch up quickly, or to set further tasks to challenge and stretch pupils’ understanding which allow them to work at a deeper level in their learning. Your devolved leadership style that requires teachers to take responsibility for planning specific actions to accelerate their pupils’ learning is highly effective. You have ensured that safeguarding is of an extremely high quality and that the school’s work to foster pupils’ personal development and welfare continues to be excellent. The school works tirelessly to ensure that all pupils are safe and well cared for. The strong relationships in school, and high levels of trust between adults and pupils, ensure that pupils’ conduct in lessons and around school is exemplary. This supports their learning extremely well. Pupils are polite, caring, considerate and friendly to each other and to adults. You have revitalised and reinvigorated leadership systems across the school. There is a strong sense of a shared purpose which underpins all school activities an ambition to provide the very best for pupils in a school that exudes a strong Christian ethos. You have ensured that leadership is the responsibility of the whole-school community, which includes governors, teachers and teaching assistants. Strategic planning for each class falls to class teachers who are increasingly skilled at using all available assessment information to plan appropriate support to meet the learning needs of their pupils. As a result, a large majority of pupils are on track to meet standards expected for their age in reading, writing and mathematics. You are supported well by a skilled governing body, possessing a range of transferable professional skills and sharing your ambition to see pupils blossom and thrive. Following an external review, ‘governor champions’ were established to lead discussion and challenge on their area of responsibility. A timetable of monitoring activities is meticulously followed, with clear guidelines for providing detailed feedback to the full governing body. You provide governors with a highly informative termly self-evaluation report. This is interrogated carefully, the chair of the governing body producing a list of questions to challenge and to receive further clarification. Governors are fully involved in monitoring activities alongside school leaders. You have ensured that the school’s curriculum is bespoke, diverse and tailored to meet the needs of all pupils. Teachers’ skilful use of different forms of assessment allows them to plan short units of work, ‘mini-adventures’. A class text is also used as part of the unit, such as in the Year 4, 5 and 6 class where pupils were enjoying reading ‘Holes’ by Louis Sachar as part of the miniadventure on ‘Crime through time’. Creative use is made of your expansive school grounds, which include a forested area, through work led and planned by one of your skilled teaching assistants. Pupils have access to all subjects across the curriculum. Progress in knowledge and skills is now assessed and tracked across the wider curriculum through the new systems devised and introduced this year.

Felton Church of England Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>71, "agree"=>26, "disagree"=>0, "strongly_disagree"=>3, "dont_know"=>0} UNLOCK Figures based on 38 responses up to 13-07-2023
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 38 responses up to 13-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>55, "agree"=>34, "disagree"=>11, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 38 responses up to 13-07-2023
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>66, "strongly_agree"=>8, "agree"=>8, "disagree"=>11, "strongly_disagree"=>5, "dont_know"=>3} UNLOCK Figures based on 38 responses up to 13-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>55, "agree"=>37, "disagree"=>5, "strongly_disagree"=>0, "dont_know"=>3} UNLOCK Figures based on 38 responses up to 13-07-2023
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>24, "strongly_agree"=>39, "agree"=>24, "disagree"=>8, "strongly_disagree"=>5, "dont_know"=>0} UNLOCK Figures based on 38 responses up to 13-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>38, "agree"=>50, "disagree"=>13, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 10 responses up to 13-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>45, "agree"=>45, "disagree"=>8, "strongly_disagree"=>0, "dont_know"=>3} UNLOCK Figures based on 38 responses up to 13-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>53, "agree"=>39, "disagree"=>5, "strongly_disagree"=>0, "dont_know"=>3} UNLOCK Figures based on 38 responses up to 13-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>42, "agree"=>55, "disagree"=>3, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 38 responses up to 13-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>45, "agree"=>53, "disagree"=>3, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 38 responses up to 13-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>61, "agree"=>37, "disagree"=>3, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 38 responses up to 13-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>53, "agree"=>39, "disagree"=>3, "strongly_disagree"=>3, "dont_know"=>3} UNLOCK Figures based on 38 responses up to 13-07-2023
Yes No {"yes"=>95, "no"=>5} UNLOCK Figures based on 38 responses up to 13-07-2023

Responses taken from Ofsted Parent View

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