Inglehurst Infant School
Catchment Area, Reviews and Key Information

Primary
School Guide Rating
Not Rated


Ingle Street
Leicester
LE3 9FS
01162622479
Pupils
254
Ages
3 - 7
Gender
Mixed
Type
Community school
4 1 1 2 3 4
NATIONAL AVG. 2.08
Ofsted Inspection
(8/3/17)
Full Report - All Reports
92%
NATIONAL AVG. 92%
Happiness Rating

Ofsted Parent View

20.1:1
NATIONAL AVG. 20.7:1
Pupil/Teacher ratio
7%
NATIONAL AVG. 8.2%
Persistent Absence
34%
NATIONAL AVG. 21.2%
Pupils first language
not English
22.5%
NATIONAL AVG. 16.8%
Free school meals
8.4%
NATIONAL AVG. 12.6%
Pupils with SEN support

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You have a clear understanding of the strengths of the school and have responded rapidly to any areas requiring improvement. You are unwavering in your commitment to ensure that all staff prepare pupils well for the next stage in their education. You said that you believed that yours was a ‘safe and nurturing school’ and that of upmost importance was that pupils felt safe and that their welfare was safeguarded. The parents who responded to Ofsted’s online questionnaire, Parents View, were in agreement. One parent commented that your school ‘helps the children to be confident in themselves and in their abilities’. You know your pupils and their families well. The inspector observed pupils and their parents or carers being welcomed to the school and having their questions, concerns or issues skilfully addressed by a range of school staff. Much positive work happens to ensure that pupils make a productive start to the school day. Pupils settle quickly to their learning and respond positively to the stimulating learning environment that their teachers have ensured. They take pride in the work they produce. When pupils move around the school, they are well behaved and treat each other with care and consideration. Staff show great skill and warmth in their dealings with pupils. Inspectors at the previous inspection identified that leaders should monitor and evaluate teaching more frequently to ensure that strengths are shared and consistently implemented in all lessons. The quality of teaching, learning and assessment is now regularly checked. You are proud of the many ways that teachers collaborate, plan together, share ideas and develop their practice. Subject leaders regularly conduct scrutiny of pupils’ work. You often ‘drop in’ to lessons in order to assess pupils’ progress and provide teachers with feedback. Teachers are involved in regular professional development activities that include links with other local schools. You and your staff are particularly enthusiastic about the training and the consultant support received in order to adopt the local authority intensive phonics scheme. You acknowledge that pupils’ attendance is a key priority. You have appointed an attendance, welfare and child protection officer and a family support worker. These appointments have had significant impact. Children and their families receive highquality support from these committed, organised and tenacious members of staff. The attendance of all pupils is the same as the national average. More children within the early years, more boys and more White and Black African Caribbean pupils are attending school. Still, there are a number of pupils who, for complex reasons, are regularly absent. Pupils’ attendance remains a school improvement priority. Children enter the early years with skills and abilities below those expected for their age. Some children, boys in particular, are hampered by poor levels of physical development. Some children find speech and communication problematic. You have ensured that a vast range of help is in place. This includes speech and language therapy from an expert and from well-trained teaching assistants. Further help includes developmental and fun physical exercise sessions that help children to increase their physical ability and their confidence. A greater proportion of pupils are predicted by their teachers to achieve a good level of development at the end of the early years. Although attainment is not yet at national levels, children make good progress, and in some cases accelerated progress, from their starting points. You recognise that, in 2016, pupils’ outcomes at the end of key stage 1 were disappointing. Lower-ability pupils, including lower-ability disadvantaged pupils, underachieved. You have lost no time in addressing this. Leaders have worked closely with the local authority and with local schools in order to make sure that assessment at key stage 1 is accurate and that teachers’ planning precisely meets pupils’ learning needs. When the deputy headteacher and I scrutinised the work of Year 2 pupils, it was clear that the lower-ability pupils are now making improved progress in their reading, writing and mathematics. Assessments indicate that a greater proportion of pupils will achieve appropriate to their starting points at the end of key stage 1 in 2017. Safeguarding is effective. Leaders and governors have ensured a culture that promotes pupils’ safeguarding and welfare. You have made good appointments in the attendance, welfare and child protection officer and the family support worker. Children and their families benefit significantly from their high-quality work. More pupils are attending school and more pupils, including disadvantaged pupils, are making the progress they should according to their starting point. The response to pupils in need is rapid. The ‘orange slip’ system works well. Extensive productive work is undertaken with external agencies. Leaders, governors and all staff undertake regular training relevant to child protection and safeguarding issues, such as raising awareness of the risks to children of female genital mutilation. A safeguarding policy is in place, meets current requirements and is well understood by all staff. Pupils are taught well how to keep themselves safe from a range of risks, including how to protect themselves when using new technology. Inspection findings You have dealt effectively with the key areas of improvement that inspectors identified at the previous inspection. Levels of pupils’ attendance are improving for all pupils. However, there remain some pupils who regularly do not attend school. Extensive successful work happens to address this issue. Ensuring that all pupils attend school regularly remains a key priority. A pupil premium strategy is in place. A key priority of pupil premium spending is to improve the regular attendance of eligible pupils. It is clear that more disadvantaged pupils are attending school, particularly within the early years. A greater number of children are prepared well for key stage 1 and achieve a good level of development. Many pupils make good or accelerated progress. Although attainment is improving, it remains below the national average. Leaders predict that pupils’ outcomes at key stage 1 will improve. A greater proportion of the lower-ability pupils are making the progress they should. Although improving, too few of the most able pupils achieve at greater depth. This is a further priority for the school. Next steps for the school Leaders and those responsible for governance should ensure that: the number of pupils who fail to attend the school regularly continues to reduce the improvement in pupils’ outcomes within the early years and at key stage 1 continues a greater proportion of the most able pupils achieve at a greater depth.

Inglehurst Infant 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

0116 2527009

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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