Ickleford Primary School
Catchment Area, Reviews and Key Information

4 - 11
Voluntary controlled school

How Does The School Perform?

4 1 1 2 3 4
Ofsted Inspection
Full Report - All Reports
% pupils meeting the expected standard in reading, writing and mathematics

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Per month

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)
Arlesey Road

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You agreed that there is still work to do to accelerate progress and further improve pupil outcomes, especially in mathematics and boys’ writing. However, it is clear that Ickleford Primary School is an improving school. You and your staff provide a safe, caring and warm environment which encourages pupils to enjoy their learning. As a result, pupils enjoy school, achieve well, and have very positive attitudes towards learning. All of the pupils I spoke to are proud of their school. Since the previous inspection you have appointed some new members of staff, including the deputy headteacher, who has been in post for two years. You feel the fresh ideas brought into the school by new staff have supported improvements in the school. You have responded well to the weaknesses reflected in the national tests and your internal monitoring of pupils’ progress. You have correctly identified that boys are making less progress in reading and writing than girls. In order to engage boys in reading, the school has invested in new books on topics that are more interesting to boys. I listened to a group of key stage 1 boys read. Pupils who find reading difficult use a range of strategies to read unfamiliar words. Their confidence as readers is developing well. The most able readers read fluently and are starting to put expression into their reading. All of the pupils said they enjoyed reading. There is evidence that some of the strategies you have introduced, such as the weekly writing mornings, are starting to have an impact on improving progress in writing for all year groups of pupils, including boys. Leaders have also looked at the teaching of mathematics in order to improve the engagement and progress of girls. Early indicators suggest this is having a positive impact on girls’ progress. Since the previous inspection, you and the governors have become more adept in judging the impact of leaders’ actions on improving teaching, learning, and pupil outcomes. Governors understand the impact of teaching and support strategies on the progress of all groups of pupils, including disadvantaged pupils. The curriculum is exciting and interesting. Pupils value the trips and visits provided to enrich their learning They described them as ‘awesome’, because they are ‘fun as well as educational’. Pupils also enjoy the extra-curricular clubs as they cover a range of activities. You have increased the variety of sporting opportunities in the school so all year groups have the chance to participate in a wide range of sports at competition level or for personal enjoyment. Your school values ensure that pupils show respect and understanding of the differences between members of the school community and society. These values promote pupils’ spiritual, moral and social education exceptionally well and ensure they are well prepared for life in modern Britain. Pupils proudly showed me the values display and talked at great length about these values and the recognition they receive when they apply one of these values to support other pupils. Safeguarding is effective. Procedures for keeping pupils safe are fit for purpose and the records are detailed. All staff are trained annually in the latest guidance, including the ‘Prevent’ agenda. Staff know what to do if they have any concerns about the safety and well-being of any pupil. I discussed procedures for following up any concerns with you and the chair of governors, and found that your system of referrals follows the latest guidance, and you take advice from the appropriate authorities. Governors regularly review the effectiveness of procedures and the safety of the school site. As a result, security has been increased to ensure that no adult has access to the school without reporting to the school office, where their identity will be checked. School records, confirmed by the pupils I spoke to, show that bullying is rare. Pupils understand the difference between bullying and falling out. They told me that on occasions they do have disagreements. However, they have every confidence that staff will listen to them, and help them to resolve issues. The curriculum provides the opportunity for pupils to learn about keeping themselves safe. Pupils are knowledgeable about the risks of using the internet and what to do if they have a concern. Pupils told me, ‘Teachers don’t stop going on about e-safety.’ The website provides helpful advice for parents on internet safety, and you run annual workshops for parents.

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
0300 123 4043

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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