Great Tey Church of England Voluntary Controlled Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
75
AGES
4 - 11
GENDER
Mixed
TYPE
Voluntary controlled 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
0845 603 2200

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
(17/07/2018)
Full Report - All Reports
44%
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)
Chrismund Way
Great Tey
Colchester
CO6 1AZ
01206210415

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. Great Tey Primary School provides a happy and vibrant place to learn, in which pupils feel safe, are well cared for and are encouraged to do their very best. As a very small but growing village school, all staff know the pupils and families well. Pupils are exceptionally well mannered and articulate. They step aside politely to let adults pass through doors first, greet and welcome visitors to their school routinely and show great kindness and support towards one another. All parents and carers who responded to Parent View, Ofsted’s online questionnaire, expressed positive views about the school. One parent wrote, ‘This school is a unique and a rather special place to be.’ You are unequivocal in your vision for the school, which is that everyone will thrive and love learning, no matter what their ability or background. This makes the school highly inclusive. Governors and staff are committed to ensuring that pupils are treated as individuals, including understanding their varying abilities and strengths. A parent said, ‘My child has been accepted for who she is without question.’ Governance is strong and has supported you in making the right appointments to ensure the school’s continued improvement. Governors are skilled and thorough in their checks of leaders’ actions. They make sure that evaluations of how well the school is performing are accurate through their link roles and visits to school. At the previous inspection, leaders were asked to raise the quality of teaching and pupils’ achievement to outstanding. Since you took up the position of headteacher in September 2015, you have been able to establish a stable staff, following a period of turbulence. The school has grown from two to three classes and the number of pupils has nearly doubled. We agreed that the quality of teaching is strengthening. You have taken effective action to improve the quality of teaching and increase the challenge for the most able pupils. We observed teachers challenging pupils to think hard and deepen their learning. Your actions have led to better outcomes in reading, with pupils having more opportunities to read suitable books in the improved library facilities. Safeguarding is effective. There is systematic attention to detail in safeguarding practice from every member of staff in school and governors. You have created a culture where staff regularly have the opportunity to reflect on their training, which improves their confidence and ability to recognise and respond to signs of concern. You have ensured that all safeguarding arrangements are fit for purpose and records are detailed. Everyone understands the importance of the ‘Prevent’ duty and they take measures to ensure that pupils are protected from radicalisation, for example through the strong sense of community and belonging which the school instils. Pupils say that bullying is extremely rare and they trust that adults will sort out any incidents of misbehaviour. They know whom to talk to if they have any concerns and are aware of different types of bullying which could occur. They confidently explain how to stay safe online. They particularly enjoy buddying with younger pupils, with one pupil saying, ‘The school is fun, we all play together whatever the year group and we get on.’ This helps the younger pupils to feel safe and included within the school community, and also develops older pupils’ understanding of the importance of supporting and making a contribution to their school. Inspection findings In order to check that the school remains good, I followed a number of lines of enquiry. My first line of enquiry focused on what leaders are doing to promote good attendance. This was because, over the last three years, attendance rates have fallen and the proportion of pupils who are persistent non-attenders has increased. You have ensured that attendance is a priority for the school. Attendance is monitored closely on a daily basis and action is taken where necessary, following the school attendance protocol. As a result, the overall attendance has improved and the number of persistent non-attenders has declined. You are determined that improvement in pupils’ attendance continues. My next line of enquiry was to establish how well pupils achieve in writing. This was because, in key stage 2 in 2017, the progress pupils made in writing from their starting points was much lower than other pupils nationally. You undertook an analysis of the reasons for the results. Pupils with specific barriers are supported to improve their writing. For example, you have established small groups for what you call narrative therapy, where pupils develop an understanding of story and, as a result, they now understand what to write. You have ensured that teachers are regularly assessing pupils’ attainment in writing. They check the judgements with other local professionals to ensure their accuracy and to identify where any improvements are required. The school’s own assessment information shows that current pupils are improving their writing throughout the school. Evidence from pupils’ writing on progress boards and in their progress folders showed that a large majority of pupils were making sufficient progress across the year. However, we agreed that pupils would make more progress if they used the well-taught grammar, punctuation and spelling skills in their writing in all subjects. My final line of enquiry looked at how well pupils develop knowledge and skills in areas of the curriculum other than English and mathematics. I wanted to determine how leaders are ensuring that pupils make consistently good progress across all subject areas. We found that subject knowledge and skills are being taught and, where this has been more successful, pupils are able to apply their knowledge in different contexts. For example, a pupil picked up a three-dimensional model of a rainforest, and trees that had been attached came off. The pupil used the term ‘deforestation’ to describe what had happened, thus linking specific subject vocabulary to a relevant event. Pupils are involved in a wide range of musical experiences, attending yearly music festivals with local schools. They talk excitedly about how much they enjoy these. We saw evidence in books of pupils gaining a range of vocabulary when learning modern foreign languages. You feel that pupils could be further challenged to excel in each subject area. You rightly identified that reasoning and explanation skills in subjects such as geography, design and technology and art are areas to improve. Next steps for the school Leaders and those responsible for governance should ensure that: they improve the quality of pupils’ writing in all subject areas by ensuring that pupils apply their high-quality grammar, punctuation and spelling skills pupils have even more opportunities to develop the specific skills needed in subjects other than English and mathematics they continue to improve the attendance of those who are persistent nonattenders.

Great Tey Church of England Voluntary Controlled Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>89, "agree"=>7, "disagree"=>0, "strongly_disagree"=>4, "dont_know"=>0} UNLOCK Figures based on 46 responses up to 21-03-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>91, "agree"=>4, "disagree"=>4, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 46 responses up to 21-03-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>74, "agree"=>17, "disagree"=>7, "strongly_disagree"=>0, "dont_know"=>2} UNLOCK Figures based on 46 responses up to 21-03-2024
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>80, "strongly_agree"=>9, "agree"=>2, "disagree"=>0, "strongly_disagree"=>2, "dont_know"=>7} UNLOCK Figures based on 46 responses up to 21-03-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>63, "agree"=>35, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 46 responses up to 21-03-2024
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>26, "strongly_agree"=>65, "agree"=>2, "disagree"=>2, "strongly_disagree"=>4, "dont_know"=>0} UNLOCK Figures based on 46 responses up to 21-03-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>63, "agree"=>19, "disagree"=>6, "strongly_disagree"=>13, "dont_know"=>0} UNLOCK Figures based on 16 responses up to 21-03-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>70, "agree"=>24, "disagree"=>7, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 46 responses up to 21-03-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>85, "agree"=>9, "disagree"=>2, "strongly_disagree"=>4, "dont_know"=>0} UNLOCK Figures based on 46 responses up to 21-03-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>80, "agree"=>17, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 46 responses up to 21-03-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>89, "agree"=>4, "disagree"=>7, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 46 responses up to 21-03-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>91, "agree"=>2, "disagree"=>7, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 46 responses up to 21-03-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>80, "agree"=>13, "disagree"=>2, "strongly_disagree"=>4, "dont_know"=>0} UNLOCK Figures based on 46 responses up to 21-03-2024
Yes No {"yes"=>93, "no"=>7} UNLOCK Figures based on 46 responses up to 21-03-2024

Responses taken from Ofsted Parent View

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