Freethorpe Community Primary and Nursery School
Catchment Area, Reviews and Key Information

Primary
School Guide Rating
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The Green
Freethorpe
Norwich
NR13 3NZ
01493700215
Pupils
193
Ages
2 - 11
Gender
Mixed
Type
Community school
4 1 1 2 3 4
NATIONAL AVG. 2.08
Ofsted Inspection
(9/5/19)
Full Report - All Reports
52%
NATIONAL AVG. 65%
% pupils meeting the expected standard in reading, writing and mathematics
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School Description

You and the leadership team have maintained the good quality of education in the school. Since the previous inspection there has been some turbulence in leadership at the school. Despite this, leaders and staff have taken effective action to address the areas for improvement identified in the previous inspection report. By the end of key stage 2, pupils continue to make good progress in reading, writing and mathematics while experiencing a broad and balanced curriculum. You have provided consistency throughout this period of change. Leaders have worked hard to ensure that the school continues to improve its curriculum and the quality of teaching. In partnership with the staff, you have developed a welcoming school that is highly inclusive. Pupils enjoy coming to school and attend regularly. One example of the inclusive nature of the school is the carefully thought-out provision for those pupils with special educational needs and/or disabilities. Good leadership in special educational needs ensures that pupils experience a curriculum that is matched to their specific needs. Teachers and support staff work closely with the special educational needs coordinator to ensure that effective learning takes place and challenging targets are set. Another example of the inclusivity of the school is the way you successfully integrate pupils who transfer in from other schools. Following the previous inspection, leaders were asked to ensure that most-able pupils are challenged further in subjects other than in English and mathematics. Leaders and staff have addressed this area for improvement well and their actions are having a positive impact throughout the school. In particular, the curriculum has been designed effectively to provide high levels of challenge in subject areas such as science, music, physical education and art. For example, in music a range of performance opportunities are provided to develop the quality of pupils’ instrumental skills. In art, pupils are supported and encouraged to produce work that will be displayed in the community. Staff build strong relationships with pupils and parents, which contributes to the positive atmosphere around school. Parents and carers who made their views known are generally supportive of the school with 100% of parents who completed the Parent View questionnaire recommending the school. One parent whose child had transferred into the school recently commented how she was surprised that, ‘Staff bend over backwards to help you with your concerns.’ The new governing body was formed in January 2019 at the time Freethorpe School was joining a federation of three schools. Since joining, the governors have focused on the development of a vision for the federation, which has high expectations and a clear strategy for how it will benefit each school. Teaching in the early years is strong. Planning is detailed and a range of purposeful activities are organised in both the Nursery and the Reception class. Children were observed to be engrossed in solving problems, using play equipment and taking part in mathematical activities. Relationships in these two classrooms are excellent and behaviour is good. The outdoor classroom is used well, for example when children plant and grow vegetables, which they subsequently harvest and eat in class. The school introduced a new assessment system in September. It is not being used effectively enough to provide staff and parents with information about each pupil’s level of performance and what they need to do to improve further. Safeguarding is effective. Pupils feel well cared for and secure. They told me that staff are always willing to listen to them if they have concerns. The leadership team has ensured that all safeguarding arrangements are fit for purpose and the new designated safeguarding lead has a clear plan to strengthen systems further. Staff and governors receive regular training so that their knowledge of good practice in safeguarding is kept up-todate and they know what to do. Staff know that safeguarding is everyone’s responsibility and that there are clear procedures in place for them to share concerns that they may have about a pupil. You have put in place effective arrangements to ensure that pupils know how to use the internet safely. The curriculum has been planned well to provide opportunities for pupils to develop their awareness of risks with regular visits from a range of organisations, such as the fire brigade, police and ambulance service, to teach them how to stay safe.

Freethorpe Community Primary and Nursery School Catchment Area Map

This pupil heat map shows where pupils currently attending the school live.

Enter a postcode to see where you live on the map
heatmap example
Source:
All attending pupils
National School Census Data 2020
ONS
Pupil heat map key

How many pupils attending the school live in the area?

Many
Some
Few



The concentration of pupils shows likelihood of admission based on distance criteria

0344 800 8020

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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