Ivington CofE Primary and Pre-School
Catchment Area, Reviews and Key Information

2 - 11
Voluntary aided 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)

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You and your team have fostered a caring, inclusive and welcoming atmosphere in the school. You and your staff provide a caring environment in which pupils’ needs and abilities are individually known and met. Your dedication to knowing and understanding every pupil as a unique person is evident. Parents recognise and value your ability to support each pupil and their family, with comments such as: ‘A fantastic school that has a strong ethos and values in which children feel safe, happy and make good progress’, ‘Lovely, individualised support’ and ‘There has been support for me and my child.’ You know the context of your school population well. You recognise that this context is changing. Your continual reflection on understanding these changes and what they mean for pupils and staff ensures you put appropriate training, teaching and support in place. Mobility is higher than national figures, with many pupils joining the school mid-year. You implement carefully considered support and pastoral care to create a successful transition at whatever point in the year it occurs. This helps pupils to recognise and respect the ‘golden rules’ so they settle quickly and feel valued and listened to. Parents cherish the positive partnership with staff, commenting on the difference it makes to their child’s progress, happiness and confidence. As one parent stated, echoing the views of many: ‘Everyone is caring and there to support each other. I would not want my child to be anywhere else.’ Leaders pay careful thought and attention to the curriculum that pupils experience throughout their time at Ivington. Pupils engage well with the topics. Leaders promote strong links between subjects. Pupils build their knowledge and skills over time. They refer to previous learning and use this to place them in a context that helps them make sense of their learning. At the time of inspection, younger pupils had created realistic and detailed models of houses from the time of the Great Fire of London. They were awaiting a visit from the fire service so that they could set their models alight, in a safe and controlled manner, to develop their understanding of why these houses burnt so quickly and fiercely and how this helps us to be safe today. Leaders live out the deep belief that pupils should encounter an opening of a ‘window on the world’ through the experiences gained during their time at school. They provide a wide range of trips and visits that support learning across the curriculum, as well as broaden individual life experiences and enrich everyday lives. Pupils who spoke to the inspector were clear in their enjoyment of these opportunities and how they had benefited from them. You also provide pupils with a chance to take on responsibilities, including being prefects, science ambassadors, digital leaders, Year 5 buddies to Reception children and on the school and eco councils. Pupils enjoy these responsibilities. They spoke of learning from digital leaders about the importance of staying safe online and how the school council had supported a resolution on the use of the playground that took account of the viewpoints of different people. Safeguarding is effective. The leadership team has ensured that all safeguarding arrangements are fit for purpose. There are well-defined and clear referral procedures so that all staff, students and volunteers are aware of whom to go to if they are concerned about a child’s welfare or safety. Leaders work closely with external agencies, when necessary, to ensure that pupils are protected and families are supported. You escalate matters when you feel that external agencies are not taking your concerns seriously enough. Governors and staff have undertaken appropriate safeguarding training. Leaders continually revisit safeguarding training, ensuring that they take account of and meet the changing needs of pupils and families. Pupils say: ‘Bullying is rare in this school. Teachers help us to use kind hands and kind feet.’ Pupils confidently explain the difference between unkind behaviour and bullying. They know the sanctions and rewards of the behaviour policy and understand how these help them to work and learn together. All parents who responded to the survey said their child is happy, safe and well looked after. You, alongside governors, have a strategic oversight of safeguarding. A recent review has led you to create the role of a family support worker. You both work closely together to strengthen further safeguarding for all pupils, especially around the monitoring and improving of attendance. However, there remains further work to do to reduce persistent absence, thus improving attendance.

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
01432 260926 (primary) 01432 260925 (secondary)

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.

Ivington CofE Primary and Pre-School Reviews

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