Honeybourne Primary Academy
Catchment Area, Reviews and Key Information

Primary
PUPILS
184
AGES
5 - 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
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 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
(21/01/2020)
Full Report - All Reports
65%
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 Street
Honeybourne
Evesham
WR11 7PJ
01386830462

School Description

This is an inviting school where visitors feel welcome. Pupils are polite, confident and well mannered. They are always happy to help others. Pupils are cheerful and enjoy coming to the school. Pupils say they feel safe because their teachers care for them. Leaders and teachers have high expectations for all pupils. They want every pupil to do their very best in all aspects of school life, not just the academic. Pupils rise to these high expectations. There is a very calm atmosphere around the school. Pupils work hard in lessons. They walk sensibly around the corridors and play cooperatively with their friends on the playground. Pupils say: ‘One of the best things about school is being with your friends. It’s like a family.’ Pupils have a clear understanding of the different types of bullying, including cyber bullying. Bullying hardly ever happens, but, when it does, pupils say that staff deal with it straight away. Parents and carers are overwhelmingly positive about all aspects of school life. Several parents informed inspectors that they had moved their children to this school. They say they do not regret this decision. Parents say: ‘Teachers go over and above to help our children.’ What does the school do well and what does it need to do better? Children in the Nursery and Reception classes are happy, settled and keen to learn. Teachers make sure that learning is interesting. Staff plan activities that build on what children already know. The classrooms are warm, colourful and well resourced. This helps children to learn. The relationships between adults and children are positive and nurturing. Staff care for children well. Staff maintain close relationships with parents throughout the early years. Parents value this. Parents like the electronic communications that show them at first hand what their children are doing in the school. Leaders and staff have worked hard to develop the curriculum. In many subjects, including English, mathematics, science and modern foreign languages, learning is planned and ordered to develop pupils’ knowledge and skills over time. Teachers are clear about what they need to teach and when they need to teach it. Lessons build on what pupils have learned in the past. Pupils can see connections between what they have learned before and what they are learning now. For example, in mathematics, pupils use different approaches to solve a problem because they have learned a range of strategies in the past. Pupils knowledge and skills build well over time in these subjects. In some subjects, such as design and technology and computing, the order of learning is not as well planned. Leaders and staff have been working on these curriculum areas, but there is still more to be done. Pupils are not achieving as well as they could in these areas. Curriculum leaders have been the driving force behind the development of the curriculum. They have used their secure subject knowledge and leadership skills to achieve this. They support staff when required. However, in some subjects, leaders do not have the leadership skills and the required subject knowledge to develop the curriculum in their subject areas further. Teachers make learning interesting and explain concepts clearly. Teachers use effective questioning to explore pupils’ understanding and deepen their learning. In most subjects, teachers match the work to pupils’ needs closely. The most able pupils are well challenged, especially in English and mathematics. Pupils with special educational needs and/or disabilities are fully included in all aspects of school life. When required, welltrained staff provide extra help and support. Leaders place reading at the heart of the curriculum. Most pupils read confidently and fluently from an early age. Phonics is taught throughout early years and into Years 1 and 2. In nearly all instances, staff teach phonics well. Staff provide extra support for any pupils who fall behind. The school is working hard to create a love of reading. This is something it is keen to develop further. Staff organise a range of trips, clubs and special events. Pupils speak enthusiastically about trips to the beach, their visit to Warwick Castle and the range of after-school clubs, including yoga. Special activities linked to the curriculum make learning memorable. For example, pupils remember the time when they picked blackberries that they later used to bake a crumble pie. Leaders work hard to improve the school. Those responsible for governance support leaders well. Staff value the training they have received. They say it helps them to become better teachers. Staff say that leaders are very considerate of their well-being. They say that workload is manageable and has a purpose.

Honeybourne Primary Academy Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>71, "agree"=>26, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 42 responses up to 22-01-2020
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>74, "agree"=>24, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 42 responses up to 22-01-2020
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>67, "agree"=>29, "disagree"=>5, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 42 responses up to 22-01-2020
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>64, "strongly_agree"=>7, "agree"=>12, "disagree"=>5, "strongly_disagree"=>0, "dont_know"=>12} UNLOCK Figures based on 42 responses up to 22-01-2020
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>33, "agree"=>43, "disagree"=>17, "strongly_disagree"=>2, "dont_know"=>5} UNLOCK Figures based on 42 responses up to 22-01-2020
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>31, "strongly_agree"=>33, "agree"=>21, "disagree"=>5, "strongly_disagree"=>5, "dont_know"=>5} UNLOCK Figures based on 42 responses up to 22-01-2020
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>67, "agree"=>0, "disagree"=>33, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 10 responses up to 22-01-2020
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>52, "agree"=>45, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 42 responses up to 22-01-2020
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>60, "agree"=>36, "disagree"=>5, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 42 responses up to 22-01-2020
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>52, "agree"=>43, "disagree"=>0, "strongly_disagree"=>2, "dont_know"=>2} UNLOCK Figures based on 42 responses up to 22-01-2020
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>50, "agree"=>43, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>5} UNLOCK Figures based on 42 responses up to 22-01-2020
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>52, "agree"=>38, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>7} UNLOCK Figures based on 42 responses up to 22-01-2020
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>48, "agree"=>36, "disagree"=>10, "strongly_disagree"=>0, "dont_know"=>7} UNLOCK Figures based on 42 responses up to 22-01-2020
Yes No {"yes"=>90, "no"=>10} UNLOCK Figures based on 42 responses up to 22-01-2020

Responses taken from Ofsted Parent View

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