Flookburgh CofE Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
72
AGES
3 - 11
GENDER
Mixed
TYPE
Foundation 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

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
(18/12/2018)
Full Report - All Reports
25%
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)
Winder Lane
Flookburgh
Flookburgh Cofe Primary School, Winder Lane
Grange-Over-Sands
LA11 7LE
01539558434

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You became the substantive headteacher in 2016, after the previous inspection. Since then you have improved the experience that your pupils have at school. You have evaluated the performance of the school honestly and accurately as a basis for well-focused action plans to improve further the quality of education. These contain relevant actions, suitable time frames and measurable success criteria. However, in a number of places your evaluation of planned actions describes what has been done without measuring the impact on pupils’ outcomes. You provide a warm and welcoming environment that is well maintained. Most noticeable is the Christian character of the school. From the moment of entering the building, displays remind pupils and adults alike of the key values that underpin the school’s work. You also make clear the links between these and fundamental British values, such as respect. You have addressed effectively the areas for improvement identified at the last inspection. You have strengthened the quality of teaching in several ways. You have challenged teachers’ underperformance when necessary and taken effective action to settle previous instability in staffing and leadership. You have put in place much firmer processes for checking on the progress of pupils and providing support to fill gaps in pupils’ learning. Because of your actions, the majority of pupils attain well, especially in reading, writing and mathematics. Recent national assessment information shows that progress was less strong in writing by the end of Year 6. You recognised this and have taken effective action to address it. I shall report on this in more detail later in this letter. Subject leaders now have a more effective role in checking on the quality of teaching and learning in their subjects. They carry out regular checks by, for instance, analysing pupils’ work. They provide feedback to staff on strengths and areas for development. Subject leaders have a secure understanding of the school’s priorities for development. Their work contributes effectively to the strong progress that most pupils make across a range of subjects, including English and mathematics. During your time as headteacher, you have enhanced provision for pupils’ spiritual, moral, social and cultural development. There is a wide range of additional activities that expand pupils’ experience of the wider world, such as visits to the zoo or Hadrian’s Wall. Residential trips build pupils’ confidence and give them opportunities to take risks in a controlled environment. You have also developed a wide range of clubs, including netball and craft. Pupils have opportunities to take part in competitive sport, such as football matches and tournaments. The group of pupils from key stage 2 who spoke with me were confident and articulate. They said that they enjoy school and like the variety of activities that are on offer, such as after-school clubs. They also appreciate the opportunities you provide for them to develop as responsible young people who can make a valuable contribution to society. For example, they talked knowledgeably about their work as ‘young leaders’. This enables them to support younger children in the school at breaktime. They also spoke about the work that they do to raise money for various charities. You promote pupils’ understanding of fundamental British values effectively, with events such as visits to the local law courts. Pupils find out about other faiths through lessons in religious education. They are also aware of the need to respect people’s differences, including those who have protected characteristics under the Equality Act 2010. The majority of parents who responded to Parent View, Ofsted’s online survey, expressed a high degree of satisfaction with the quality of education that the school provides. Parents’ comments that captured the consensus of opinion noted that the school is a ‘safe and stimulating environment’ and that their children make good progress in their learning. Staff, in discussion with me, showed a very positive attitude to their work in school. They said that they appreciate the training they receive and feel ‘part of the team’. They have a firm understanding of the school’s areas for development and contribute well to these through their work in subject leadership.

Flookburgh CofE Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>42, "agree"=>33, "disagree"=>13, "strongly_disagree"=>13, "dont_know"=>0} UNLOCK Figures based on 24 responses up to 04-12-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>46, "agree"=>38, "disagree"=>13, "strongly_disagree"=>4, "dont_know"=>0} UNLOCK Figures based on 24 responses up to 04-12-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>29, "agree"=>33, "disagree"=>33, "strongly_disagree"=>4, "dont_know"=>0} UNLOCK Figures based on 24 responses up to 04-12-2024
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>58, "strongly_agree"=>4, "agree"=>13, "disagree"=>17, "strongly_disagree"=>8, "dont_know"=>0} UNLOCK Figures based on 24 responses up to 04-12-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>33, "agree"=>54, "disagree"=>4, "strongly_disagree"=>8, "dont_know"=>0} UNLOCK Figures based on 24 responses up to 04-12-2024
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>21, "strongly_agree"=>33, "agree"=>17, "disagree"=>8, "strongly_disagree"=>17, "dont_know"=>4} UNLOCK Figures based on 24 responses up to 04-12-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>0, "agree"=>33, "disagree"=>0, "strongly_disagree"=>67, "dont_know"=>0} UNLOCK Figures based on 10 responses up to 04-12-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>29, "agree"=>42, "disagree"=>8, "strongly_disagree"=>4, "dont_know"=>17} UNLOCK Figures based on 24 responses up to 04-12-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>46, "agree"=>25, "disagree"=>21, "strongly_disagree"=>4, "dont_know"=>4} UNLOCK Figures based on 24 responses up to 04-12-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>38, "agree"=>33, "disagree"=>17, "strongly_disagree"=>8, "dont_know"=>4} UNLOCK Figures based on 24 responses up to 04-12-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>42, "agree"=>42, "disagree"=>13, "strongly_disagree"=>0, "dont_know"=>4} UNLOCK Figures based on 24 responses up to 04-12-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>21, "agree"=>38, "disagree"=>21, "strongly_disagree"=>17, "dont_know"=>4} UNLOCK Figures based on 24 responses up to 04-12-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>29, "agree"=>33, "disagree"=>8, "strongly_disagree"=>13, "dont_know"=>17} UNLOCK Figures based on 24 responses up to 04-12-2024
Yes No {"yes"=>75, "no"=>25} UNLOCK Figures based on 24 responses up to 04-12-2024

Responses taken from Ofsted Parent View

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