Hanbury CofE First School
Catchment Area, Reviews and Key Information

School Guide Rating
Not Rated

School Road
B60 4BS
4 - 9
Voluntary controlled school
4 1 1 2 3 4
Ofsted Inspection
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School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You have developed a close-knit and cohesive team of staff who share your commitment, drive and passion to ensure that the pupils at Hanbury CofE Primary have a positive and well-rounded education. Through some very challenging times over the last two years, you have provided your staff with exceptional support to ensure that the quality of the pupils’ education has not been compromised. Pupils’ behaviour is exemplary. They are polite and confident and their enthusiasm for learning shines out. Pupils’ respect for one another and for all adults is remarkable and pupils say, ‘We look after everyone.’ They understand and follow the school rules and routines, and rarely do they need to be reminded what to do. The school’s Christian values of respect, endurance, trust, forgiveness, kindness and friendship are embedded across the school and pupils reflect carefully on them through the ‘Hanbury Hand’. Pupils show a strong acceptance and tolerance of people with different faiths and beliefs and consider different faiths through the well-taught religious education curriculum. Parents and carers are highly supportive of you and your staff. They value greatly the nurturing ethos of the school, particularly the care and consideration that staff show towards their children, and say, ‘The school is like a family.’ Parents also appreciate the wider opportunities that you and your staff provide for pupils, such as the opportunities to learn using the outdoor environment, visits to Hanbury Hall and the wide range of extra-curricular activities their children can attend after school. One comment summarised the views expressed by many parents: ‘Most importantly I feel that Hanbury School, in addition to providing intellectual and physical development, is teaching the importance of Christian values and kindness and is teaching my child to be responsible.’ You have a precise understanding of the school’s strengths, but also where further improvements could be made to enhance the quality of education even more. You regularly review whether your school development actions are improving pupils’ outcomes. In response to the reviews, including reviews carried out with the Bromsgrove Learning Partnership, you refine and develop your action plans to ensure that the school continues to improve. Since the last inspection, you and your leaders have successfully improved pupils’ understanding of shape in mathematics. You have also taken effective steps to improve pupils’ outcomes in writing, especially those of boys. When planning the English curriculum, teachers ensure that their plans not only meet the learning needs of the pupils, but also their interests. The English topics now successfully engage all pupils in writing, and pupils demonstrate an eagerness to write about subjects such as castles and dragons. Teachers give pupils opportunities to discuss what they are going to write about to improve the breadth of vocabulary they use in their writing. Pupils have opportunities to write in a range of different styles and in different subjects. You and your leaders have also introduced an effective handwriting and spelling programme which has helped to increase the accuracy and fluency of pupils’ writing. These actions have led to improved outcomes for the majority of pupils, especially boys and pupils with additional needs and special educational needs and/or disabilities (SEND). However, support for the most able pupils is not as strong as for other pupils in writing. On occasion, teachers do not provide the most able pupils with activities to allow them to show what they are truly capable of. While the most able pupils are making progress, the lack of challenge and opportunities to express themselves in more sustained pieces of writing does not enable them to make as much progress as they could. Safeguarding is effective. The leadership team has ensured that all safeguarding arrangements are fit for purpose. You undertake all relevant checks on current staff and those newly appointed to work in the school. All staff are highly vigilant and report any concerns they may have about a pupil to you quickly. You record all concerns and respond to them swiftly, ensuring that additional support and guidance are sought from external agencies where necessary. You go to great lengths to make sure that pupils have the help and support they need to keep them as safe as possible. Pupils say that they feel very safe in school and that there is always someone in school that they can talk to if they are worried about something.

Hanbury CofE First 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
All attending pupils
National School Census Data 2020
Pupil heat map key

How many pupils attending the school live in the area?


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

01905 822700

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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