Gorse Covert Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
229
AGES
4 - 11
GENDER
Mixed
TYPE
Academy converter
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
01925 443322

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
(13/06/2023)
Full Report - All Reports
76%
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)
Gorse Covert Road
Birchwood
Warrington
WA3 6TS
01925825070

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. There have been very few staff changes at the school since the previous inspection. In 2012, many of your team, including you, were relatively new to Gorse Covert. Since then you have all grown in experience and expertise, working together to improve the school. You have earned the respect of your colleagues, both in school and across the local authority. Together with your deputy headteacher, you have used a wealth of information to give you an accurate view of the school’s performance. This has helped you to put together a well-considered improvement plan. You make sure that your staff have the training and support to do their jobs well. You have all benefited from your involvement in the local schools’ improvement alliance. Teachers enjoy the opportunities to attend subject leader meetings, visit other schools and learn from leading educationalists. You encourage your staff to follow their interests and enthusiasms. You listen to their ideas and allow them to put these ideas to the test if you think they will benefit your pupils. Pupils look forward to coming to school. They get on well with their teachers and classmates. They are articulate, polite and respectful. The youngest children settle quickly when they join the school. The oldest pupils are well prepared for their move to high school. Since the previous inspection, middle leadership has gone from strength to strength. Your middle leaders have stepped up to the mark. They make sure they capitalise on the time and resources they are given to manage their subject areas. Regular checks on pupils’ books, observations of teaching and oversight of assessment information keep them informed about how well pupils are doing. They use this information effectively to develop and review their action plans. Governors keep a close eye on middle leaders’ work. Governors use subject leaders’ regular reports as well as face-to-face meetings to hold these leaders to account. Consequently, middle leaders are making a positive impact on pupil performance across the curriculum. For example, your physical education lead identified pupils who were not taking part in any sports clubs. He has encouraged them to join a club run by their peers which promotes healthy lifestyle choices. You and your colleagues have worked hard to improve pupils’ outcomes since the previous inspection. Your English and mathematics subject leads have made sure that staff have received comprehensive training and support. Consequently, teachers are confident in delivering the new curriculum. Your teachers are identifying pupils’ next steps in learning. This is particularly well done in writing lessons. Pupils told me that they find their teachers’ feedback helpful in improving their work. Pupils enjoy grappling with tricky problems in mathematics and rising to the writing challenges. Teachers make sure that pupils work hard in their lessons. Pupils enjoy learning. They listen attentively to their teachers, settle quickly to tasks and persevere when they are finding things had. As a result, lessons proceed at a brisk pace. Following the previous inspection, you sought specialist advice and guidance to help you improve the outdoor provision for your youngest children. Since then, the proportion of children achieving a good level of development has increased considerably. Children make good progress from their different starting points across almost all aspects of the early years foundation stage. Quite rightly, you continue to focus on raising achievement at key stage 1 further. We discussed plans to strengthen children’s foundations in literacy and mathematics at the end of early years to help accelerate progress across key stage 1. Safeguarding is effective The leadership team has ensured that all safeguarding arrangements are fit for purpose. Leaders carry out rigorous checks to make sure that all staff are suitable to work with children. Staff attend regular training so that they understand the possible risks to children and what they must do if they have any concerns. The headteacher keeps a watchful eye on pupils, making sure that she records and reports any concerns. The school works closely with external partners to give the most vulnerable pupils and their families the support they need. Teachers make sure that pupils know how to keep themselves safe, particularly when using social media and playing games online. Pupils are adamant that any very rare incidents of ` bullying are dealt with swiftly and effectively by teachers. Staff, parents and pupils agree that pupils are safe and well cared-for. Inspection findings Your pupils enjoy coming to school. Almost all pupils attend school on time, every day. However, there has been a decrease in the attendance rate year-on-year. You have taken effective action to arrest this decline, so that your attendance remains above the national average. Together with your clerical officer, you monitor the attendance of identified pupils on a weekly basis. You follow up assiduously on any unexplained absence. You make good use of the pupil premium funding to support eligible pupils whose families are struggling to get them to school. The governing body is ‘as keen as mustard’. Governors are highly aspirational for the school, its pupils and staff. They ensure that they are well informed about different aspects of the school’s work, using a range of information. Governors work well with senior and middle leaders. They make frequent visits to school to find out first-hand how well the school is doing. While governors offer wellconsidered advice and guidance, they do not shy away from having challenging conversations when needed. Teachers make sure that pupils are well prepared for their next steps in high school and beyond. Year 6 teachers work well with their high school colleagues to smooth the transition between Year 6 and Year 7. Year 6 pupils appreciate the opportunities to share their anxieties and value the advice they are given. The esafety lead makes sure that he ‘keeps his ear to the ground’. He makes sure that pupils and their parents are alert to potential risks, particularly with the use of social media. Teachers help pupils to understand what makes a healthy relationship and to learn about the different families which make up our society. Older pupils enjoy taking on responsibilities, including being reading buddies and house captains. Leaders and governors are committed to developing the ‘whole child’. The regular ‘house days’ provide pupils with a wealth of opportunities to work in mixed-age groups, exploring a diverse range of themes including disability, commonwealth and World War 1. Pupils enjoy the after-school and lunchtime clubs. During my visit, younger pupils were taking part enthusiastically in zumbatomics. Pupils are proud to represent the school in sports matches and tournaments. Most recently, school teams have had success in cricket, cross country, netball and football. Parents are an intrinsic part of the life of the school. Pupils appreciate the contribution of the parent teacher association to the regular discos and annual leavers’ party. Teachers appreciate parents’ willingness to support their children at home. Parents are keen to find out how to help, for example, by attending phonics, mathematics and assessment workshops. A number of your parents take their involvement in school life even further, volunteering in school or joining the governing body.

Gorse Covert Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>70, "agree"=>27, "disagree"=>3, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 71 responses up to 14-06-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>76, "agree"=>23, "disagree"=>1, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 71 responses up to 14-06-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>59, "agree"=>38, "disagree"=>3, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 71 responses up to 14-06-2023
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>65, "strongly_agree"=>15, "agree"=>7, "disagree"=>3, "strongly_disagree"=>1, "dont_know"=>8} UNLOCK Figures based on 71 responses up to 14-06-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>56, "agree"=>38, "disagree"=>4, "strongly_disagree"=>1, "dont_know"=>0} UNLOCK Figures based on 71 responses up to 14-06-2023
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>35, "strongly_agree"=>30, "agree"=>28, "disagree"=>3, "strongly_disagree"=>1, "dont_know"=>3} UNLOCK Figures based on 71 responses up to 14-06-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>18, "agree"=>55, "disagree"=>18, "strongly_disagree"=>0, "dont_know"=>9} UNLOCK Figures based on 11 responses up to 14-06-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>39, "agree"=>45, "disagree"=>6, "strongly_disagree"=>0, "dont_know"=>10} UNLOCK Figures based on 71 responses up to 14-06-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>62, "agree"=>35, "disagree"=>1, "strongly_disagree"=>0, "dont_know"=>1} UNLOCK Figures based on 71 responses up to 14-06-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>42, "agree"=>48, "disagree"=>10, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 71 responses up to 14-06-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>51, "agree"=>44, "disagree"=>4, "strongly_disagree"=>0, "dont_know"=>1} UNLOCK Figures based on 71 responses up to 14-06-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>54, "agree"=>39, "disagree"=>1, "strongly_disagree"=>1, "dont_know"=>4} UNLOCK Figures based on 71 responses up to 14-06-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>49, "agree"=>37, "disagree"=>7, "strongly_disagree"=>1, "dont_know"=>6} UNLOCK Figures based on 71 responses up to 14-06-2023
Yes No {"yes"=>93, "no"=>7} UNLOCK Figures based on 71 responses up to 14-06-2023

Responses taken from Ofsted Parent View

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