Ferrars Junior School
Catchment Area, Reviews and Key Information

7 - 11
Community school

How Does The School Perform?

4 1 1 2 3 4
Ofsted Inspection
Full Report - All Reports
% pupils meeting the expected standard in reading, writing and mathematics

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Per month

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)
Lewsey Road

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You have made a significant and positive difference in the relatively short time you have been headteacher at the school. In 2016, assessment information shows that the outcomes in reading, writing and mathematics were not good enough because pupils did not make fast enough progress. Your determination to improve outcomes has got the school rapidly back on track so that current pupils are receiving a good and improving education and most are making good progress. Morale among the staff team is high and staff members’ responses to Ofsted’s questionnaire were universally positive. You and your senior leaders, some of whom started their roles in September 2016, have implemented robust policies and procedures that have enabled you to examine all aspects of the school. Your leadership team is thorough in the analysis of the school’s strengths and areas for development. As a result, your self-evaluation is accurate and your plans for school improvement are clear. This has ensured a rapid improvement in pupils’ achievement. You have created a highly inclusive school where all pupils are welcomed and valued. The school is a haven of calm and cooperation. This is evident in classes and around the school, where adults and pupils clearly enjoy working together. Pupils told me, ‘This school always makes people feel welcome and happy. The teachers always help us and explain important things really well.’ This reflects their accurate view that all pupils are well known by you and by all adults, who take very good care of them. Almost all parents are very pleased with the school under your leadership, many of whom were previously dissatisfied with the school. The large majority of parents who responded to Ofsted’s online questionnaire said that they would recommend the school to another parent. Typical of the parents’ comments made was one which stated, ‘Nothing is too much trouble and the staff are amazing. The progress my child has made is phenomenal.’ In particular, parents appreciate the many opportunities they have to come into the school and the newly designed website with its breadth of information on how parents can support their children’s learning at home. Governors spoke with pride about the school and share your enthusiasm and desire to improve it further. Apart from the experienced chair, the governors are relatively new to their roles. Recent training from the local authority has increased their knowledge and understanding of all aspects of governance and enabled them to carry out their duties effectively. Consequently, governors challenge leaders confidently and hold them to account for key aspects of the school’s work, including safeguarding, attendance and pupils’ achievement. At the time of the school’s previous inspection, the report noted many strengths, including the good quality of teaching and the high expectations of the staff. It recommended that the quality of teaching in mathematics should improve to ensure that all pupils make good progress in this subject. Since your appointment last year, you have used the support of an external consultant to provide focused training for staff. As a result, teachers’ subject knowledge has improved. This has led to higher expectations and a consistent teaching approach across the school. In 2016, pupils made stronger progress in mathematics than the previous year, and standards moved closer to the national average. You, governors and other leaders are not complacent and recognise that the school can be even better. You have identified clear priorities for development and are taking the right steps to achieve them through your focused improvement plans. Leaders, including governors, know that pupils’ rapid progress will only continue if teaching is even better and expectations remain high. You are working with leaders in the school to secure these further improvements so that pupils continue to achieve well. Safeguarding is effective. Leaders and governors have ensured that safeguarding arrangements are fit for purpose and there is a strong safeguarding culture at the school. Rigorous checks are carried out on adults before they are allowed to start working or volunteering at the school. The single central record is well maintained and up to date. You ensure that staff receive regular safeguarding training. Staff understand their responsibilities and are quick to report any concerns to the school’s designated safeguarding leaders. The school’s records show that all concerns are rigorously followed up. Regular meetings take place between the key personnel in school to review how well vulnerable pupils are doing and if there are any further ways they can be supported. You ensure that the curriculum provides pupils with the necessary skills to keep themselves safe, including when online. Pupils said that they feel happy, safe and settled in school. They told me that they know how to keep safe, for example, when using the internet. Pupils also said that there is no bullying at the school, and that they can talk to any adult in the school about any worries they may have. Pupils behave exceptionally well in lessons, and around the school. This is due to the very positive relationships they have with staff and the high standards of behaviour that all staff consistently expect of them. The parents who responded to Parent View, and those I spoke to, very strongly agreed that their children are happy and safe in school. Inspection findings In order to check that the school remains good, one of the key lines of enquiry I checked was how effectively leaders are improving the quality of teaching across the school and, consequently, the achievement of pupils. This is because, historically, the standards pupils have reached in reading, writing and mathematics have not been high enough.

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 2020, ONS
01582 548016

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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