Great Horwood Church of England School
Catchment Area, Reviews and Key Information

Primary
PUPILS
79
AGES
3 - 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
01296 395000 / 0845 3708090

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
(26/01/2022)
Full Report - All Reports
50%
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)
School End
Great Horwood
Milton Keynes
MK17 0RG
01296712622

School Description

This is a welcoming and nurturing school where pupils feel safe. Leaders have created a school where all communities are welcome. Pupils do not recall any incidents of bullying. Pupils trust that staff will help them deal with any worries and concerns they may have. Leaders have high expectations of pupils’ behaviour. Relationships between staff and pupils are warm and respectful. Pupils play and work well together. They describe their school as ‘one big happy family’. Pupils enjoy positions of responsibility, such as junior governors, eco-monitors and house captains. They are particularly proud of their work to raise funds to develop the ‘Seeds of Hope, Garden of Tranquillity’ on the school site. Pupils say that this is a place for everyone to ‘relax, appreciate nature and be grateful for our blessings’. Pupils actively play a role in the local community. They write letters and poems which they share with the elderly residents, sing at the village church and perform with the local brass band. One pupil said: ‘Our school values of love, perseverance and respect guide us. They always help us think about what we can do to help ourselves and others.’ What does the school do well and what does it need to do better? Leaders have developed an ambitious, interesting and well-organised curriculum. It is broad and balanced. For example, it develops pupils’ appreciation of the arts and gives them an understanding of fundamental British values. The curriculum is well sequenced so that pupils’ learning builds on what they have learned previously as they move through the school. This starts as soon as children enter Reception Class. In English and mathematics, teachers carefully check and help pupils, including children in early years, make links in their learning. They quickly identify and address any gaps in pupils’ understanding of the concepts being taught. Pupils achieve well in these subjects. However, in some of the other subjects, this is not as consistent overall. As a result, pupils do not learn as well as they could. Leaders are providing further training for staff, to address this. Reading is a top priority. Pupils look forward to visiting the well-stocked library. They enjoy choosing interesting books to read, from a diverse range of topics and themes. Children learn to read as soon as they join Reception Class. Leaders have introduced a new approach to the teaching of phonics. They have provided staff with essential training, which means that teachers deliver the school’s chosen programme effectively. The books that pupils read help them to practise the sounds they learn. Adults provide useful support for pupils who need to catch up. Consequently, pupils learn to read quickly and fluently. Classrooms are hubs of lively discussions. In lessons, pupils are keen to do their very best. They do not distract each other. Teachers accurately identify the learning needs of pupils with special educational needs and/or disabilities. Teachers’ support for these pupils enables them to access the curriculum confidently and with increasing independence. Pupils understand the importance of healthy relationships. Older pupils speak maturely and knowledgeably about consent and how to look after their mental health. One pupil said: ‘No one should force us to do anything we are not comfortable about. We should never be pushed by peer pressure.’ Pupils enjoy the wide range of opportunities available to them. These include swimming, learning to play musical instruments and a variety of after-school clubs. They are particularly fond of the sports, dancing and computing clubs. Leaders ensure that pupils learn about the wider world, including different cultures and religions. Pupils understand fairness, and they know that everyone is equal regardless of any differences. They are well prepared for life in modern Britain. Leaders, including the local governing board and trustees, know the school very well. Governors hold leaders to account effectively, for instance in probing their actions to ensure that pupils learn and achieve well in all subjects. Teachers and leaders value the specialist training and support provided by the trust. Staff feel appreciated and motivated by the talented headteacher. They are rightly proud to work at this school.

Great Horwood Church of England School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>73, "agree"=>17, "disagree"=>7, "strongly_disagree"=>3, "dont_know"=>0} UNLOCK Figures based on 30 responses up to 26-01-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>77, "agree"=>20, "disagree"=>3, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 30 responses up to 26-01-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>60, "agree"=>30, "disagree"=>10, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 30 responses up to 26-01-2022
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>87, "strongly_agree"=>0, "agree"=>0, "disagree"=>7, "strongly_disagree"=>0, "dont_know"=>7} UNLOCK Figures based on 30 responses up to 26-01-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>43, "agree"=>23, "disagree"=>27, "strongly_disagree"=>0, "dont_know"=>7} UNLOCK Figures based on 30 responses up to 26-01-2022
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>40, "strongly_agree"=>37, "agree"=>10, "disagree"=>7, "strongly_disagree"=>7, "dont_know"=>0} UNLOCK Figures based on 30 responses up to 26-01-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>0, "agree"=>0, "disagree"=>0, "strongly_disagree"=>100, "dont_know"=>0} UNLOCK Figures based on 10 responses up to 26-01-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>53, "agree"=>27, "disagree"=>7, "strongly_disagree"=>0, "dont_know"=>13} UNLOCK Figures based on 30 responses up to 26-01-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>53, "agree"=>37, "disagree"=>3, "strongly_disagree"=>3, "dont_know"=>3} UNLOCK Figures based on 30 responses up to 26-01-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>50, "agree"=>40, "disagree"=>0, "strongly_disagree"=>10, "dont_know"=>0} UNLOCK Figures based on 30 responses up to 26-01-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>53, "agree"=>23, "disagree"=>10, "strongly_disagree"=>0, "dont_know"=>13} UNLOCK Figures based on 30 responses up to 26-01-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>73, "agree"=>20, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>7} UNLOCK Figures based on 30 responses up to 26-01-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>60, "agree"=>27, "disagree"=>3, "strongly_disagree"=>10, "dont_know"=>0} UNLOCK Figures based on 30 responses up to 26-01-2022
Yes No {"yes"=>87, "no"=>13} UNLOCK Figures based on 30 responses up to 26-01-2022

Responses taken from Ofsted Parent View

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