Houghton Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
190
AGES
4 - 11
GENDER
Mixed
TYPE
Community school
SCHOOL GUIDE RATING
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UNLOCK

How Does The School Perform?

4 1 1 2 3 4
NATIONAL AVG. 2.08
Ofsted Inspection
(30/11/17)
Full Report - All Reports
79%
NATIONAL AVG. 65%
% 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 10% of schools in England) Below Average (About 8% of schools in England) Average (About 67% of schools in England) Above Average (About 5% of schools in England) Well Above Average (About 10% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 7% of schools in England) Average (About 64% of schools in England) Above Average (About 9% of schools in England) Well Above Average (About 10% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 11% of schools in England) Average (About 58% of schools in England) Above Average (About 10% of schools in England) Well Above Average (About 10% of schools in England)
Chapel Lane
Houghton
Huntingdon
PE28 2AY
01480463398

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. Parents are very supportive of the school and nearly all would recommend the school to others. In my discussion with a small group of parents, and in Parent View, parents described the school as very warm and welcoming. One parent typically wrote, ‘I am extremely pleased with the school. My child is now thriving and has gone from strength to strength. I am very pleased with my child’s progress.’ You and your leaders greatly value the contribution of parents as partners in learning. Parents greatly appreciate the workshops, ‘Come and try it’ events and talks, which your staff provide for them. You, school leaders and governors have an accurate view of the school. This is firmly based on rigorous monitoring of the impact of the school’s work, especially teaching, on pupils’ learning and personal development. You use the outcomes of this effectively to establish clear priorities for improvement and to ensure that the school continually improves. You and your senior leaders have successfully addressed both areas for improvement identified at the last inspection. These related to the school’s system of marking and assessment. The school has developed a detailed and imaginative assessment system to track progress of pupils based on a complete review of the assessment policy and practice. You have improved the curriculum with a wider range of sporting clubs and opportunities for enrichment, such as after-school activities in art, film-making, music and singing. You are making very good use of primary sports funding to train staff to promote pupils’ health, fitness and well-being. This has led to high levels of pupils’ participation in sports clubs and pupils exercising vigorously. As a result, the school has achieved the Gold Award in the School Sport Award programme and was a finalist in the Primary School of the Year category of the county’s Living Sports Awards. Leaders have also developed the sports leadership course for pupils in Year 6. The Year 6 sports leaders are helping younger pupils, by encouraging them to exercise at breaktimes. Leaders are also using the additional pupil premium funding well to support good outcomes for disadvantaged pupils. You are promoting pupils’ spiritual, moral, social and cultural development, including an understanding of fundamental British values, effectively through assemblies, topics on world religions and visits to different places of worship. You also promote this well through the celebration of world festivals, through the introduction of German in the school, the provision of French and Spanish clubs and through topic work, such as the topic of Egypt. Pupils’ behaviour is good in lessons and around the school. They take on responsibility willingly as helpers and sports leaders. Pupils greatly enjoy school, which is reflected in their good punctuality and attendance, their positive attitudes to learning and the pride they take in presenting their work neatly. Staff morale is high. This is reflected in the overwhelmingly positive views expressed in their questionnaires. Leaders at all levels are now striving for excellence in teaching and pupil outcomes. There are clear plans in place to strengthen the teaching of phonics at key stage 1 and ensure consistency in the use of assessment across the foundation subjects. The school works well with other local primary schools and with the community, for the benefit of pupils. Safeguarding is effective. The leadership team and governors have ensured that all safeguarding procedures are fit for purpose and records are suitably detailed and of high quality. The school works closely with parents to promote its strong culture of safeguarding, for example in giving clear guidance on the safe use of computers. One parent wrote typically, ‘Houghton is fantastic at safeguarding and looking after the children in the school.’ Teachers follow up any concerns about pupils with parents and value their input. Procedures for checking the suitability of staff and visitors to work with pupils are rigorous. Leaders ensure that all safeguarding policies are in place and fully up to date. The school closely monitors attendance of vulnerable groups under the effective leadership of the deputy headteacher and special educational needs coordinator (SENCo). They have clear safeguarding protocols, which are implemented well to check that no pupils are missing from school. The school site is safe and secure. The curriculum promotes personal safety well and all children are taught e-safety. A clear physical intervention and recording system is in place, and a named teacher promotes the achievement of the small number of pupils who are in the care of the local authority. Governors discuss safety and well-being at all committee meetings of the governing body. Pupils, parents and staff all agree that pupils are safe.

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 2020, ONS
0345 045 1370

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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