Heddington Church of England Primary School
Catchment Area, Reviews and Key Information

Primary
School Guide Rating
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Church Road
Heddington
Calne
SN11 0PJ
01380850489
Pupils
70
Ages
4 - 11
Gender
Mixed
Type
Voluntary aided school
4 1 1 2 3 4
NATIONAL AVG. 2.08
Ofsted Inspection
(24/4/18)
Full Report - All Reports
100%
NATIONAL AVG. 65%
% pupils meeting the expected standard in reading, writing and mathematics
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School Description

Leaders and governors have maintained the good quality of education in the school since the last inspection. As headteacher, you exude a passion for the school. You hold high expectations for all members of the school’s community, but also recognise the importance of maintaining the well-being of your staff. Staff value your support, as well as your investment in their professional development. It was clear during my visit that one of the key strengths of the school is the dedication of your staff and the emphasis you place on being part of a team. As one member of staff wrote in their questionnaire, you ‘lead by example’. Along with yourself, teachers, teaching assistants and governors know the school very well. There is a clear understanding of the school’s strengths and the areas requiring further improvement. Your self-evaluation is accurate and this is informing the school’s development plans. Actions are outlined clearly, with success being measured in terms of the impact these actions have on raising pupils’ outcomes. Effective leadership and management, combined with high-quality teaching, learning and assessment, is leading to pupils making strong progress from their starting points. This is particularly the case for pupils working below the expectations for their age, including those pupils who have special educational needs (SEN) and/or disabilities. Rapid rates of progress are enabling many of these pupils to catch up with their peers. Governors are an integral part of the school community. They have an in-depth understanding of pupils and their families. You provide them with a range of information about the quality of teaching and pupils’ outcomes. Governors check this information through their regular visits to the school, as well as from the information they receive through external monitoring. Governors recognise, however, that at the time of my visit some of the information on the school’s website did not meet statutory guidance for what schools should publish online. Pupils and parents are extremely positive about the school. They describe the school as being ‘one big happy family, where everyone knows everyone’. Pupils enjoy their learning, saying that lessons are ‘challenging but fun’. Pupils and parents appreciate the wide range of extra-curricular clubs on offer. For example, as well as a number of sports clubs, pupils talked enthusiastically about junk modelling, cooking and homework clubs. As one pupil told me, ‘There is something for everyone.’ At the previous inspection, the school was asked to further develop the quality of teaching so that it provided pupils with sufficient opportunities to make use of what they had learned and try new skills. You told me how you have continued to raise teachers’ expectations in line with the greater demands of the national curriculum. This has proved effective in ensuring that high proportions of pupils across the school are working within the expectations for their age. You have also ensured that a strong curriculum is providing pupils with opportunities to develop their skills in a wide range of subjects. The second area identified at the previous inspection was to further develop the role of subject leaders. Action plans demonstrate that leaders have a secure understanding of their subjects and the aspects which require further development. Focused professional development has included the opportunity to share best practice with schools across the Calne Area Partnership. This has raised subject leaders’ understanding of assessment information and how they can use their monitoring to demonstrate the impact their actions are having on pupils’ outcomes. Safeguarding is effective. Staff and governors know the school’s pupils and their families extremely well. There is a strong sense of community and everyone understands their role in keeping children safe. Pupils are happy in school and all of the pupils who spoke with me, or completed the online survey, said they felt safe in school. Pupils also feel well cared for. As one pupil told me, ‘If there was something wrong, my teacher would just know. They understand me and know my personality.’ Pupils say that bullying is rare but are confident that, if they did have a concern, they could talk to you or another member of staff and it would be sorted out for them. Pupils have a good understanding of how to stay safe online. They know not to share personal information with anyone that they do not know in the ‘real world’. As the designated leader for safeguarding, you have a strong understanding of the vulnerabilities that pupils face. Along with your highly skilled special educational needs coordinator (SENCo), you are proactive in providing targeted support. This is proving effective in meeting the social, emotional and mental health needs of pupils and parents, as well as in addressing other barriers that pupils face in their learning.

Heddington Church of England Primary 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

01225 713010

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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