Kilmersdon Church of England Primary School
Catchment Area, Reviews and Key Information

School Guide Rating

School Lane
4 - 11
Voluntary aided school
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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School Description

Despite significant changes to staff including to senior leaders, the leadership team has maintained the good quality of education in the school since the last inspection. Following the sad loss of the previous headteacher, you, as deputy headteacher, have stepped into the role of acting headteacher. While governors have been securing the recruitment of a new headteacher, you have provided calm and reassuring leadership that has ensured that the school has not declined. You have maintained the vision of ‘believe, belong, succeed’. Pupils continue to behave well and have positive attitudes to their learning. These were both strengths identified at the previous inspection. Pupils say that staff believe in them; ‘teachers want us to do well and they give us top tips so we can’, was a typical comment. Nearly all parents and carers who expressed a view would recommend the school and all say that their child is happy and safe. Pupils are proud of their school, saying ‘people care for you here’. Outcomes information for 2016 shows that standards are good. Pupils achieve better than the national averages across the school. Despite several changes to the teaching staff this year, you have worked hard to keep a focus on the quality of teaching and learning, thereby ensuring that pupils continue to succeed. You have created a leadership team that is determined to do the best for pupils, and leaders have worked relentlessly to build on the strengths identified at the previous inspection. For example, you have made changes to ensure that work set is at the right level for pupils in different year groups. Leaders are knowledgeable about their subject areas and are highly ambitious to see further improvements to teaching and learning. More should be done, however, to ensure that these leaders are more effective in checking the impact that improvements have on pupils’ learning. This area was identified at the previous inspection. Safeguarding is effective. The leadership team has ensured that all safeguarding arrangements are fit for purpose and records are detailed and of high quality. The headteacher is the designated safeguarding lead and works closely with staff, governors and a range of agencies to ensure that pupils are safe. Pupils say that they do feel safe in school. There is a wide range of information for pupils throughout the year about how to keep themselves safe, including how to keep safe online. The office team ensure that pre-employment checks on staff are carefully completed and recorded. The governor who has a link to safeguarding monitors the schools’ practice. Staff receive a wide range of safeguarding training and updates and are therefore well informed and confident to notice any concerns regarding the welfare or safety of a child. They know what to do to report any concerns. Inspection findings We agreed together some key lines of enquiry to explore. Our first line of enquiry involved looking at the actions leaders have taken to ensure that the quality of teaching remains consistently good. Several new staff have joined the school recently and leaders have used this as an opportunity to ensure that all staff have sound knowledge of how to teach basic skills in reading, writing and mathematics according to the needs of pupils. Leaders have provided staff with clear guidance and there is a consistent approach towards teaching and learning in classes. While expectations are high across the school, the most able pupils could achieve more. Sometimes these pupils are not asked questions that are challenging or given additional work in order to ensure that they deepen their thinking and extend their understanding. Subject leaders have good knowledge about their subjects and provide strong support for staff. Teachers share their good practice with each other so that everyone moves forward together. For example, the leader for phonics frequently observes phonics learning across the classes and provides useful feedback to staff so that pupils achieve well. The outcomes for phonics are a strength of the school, being well above national averages. Leaders have developed the quality of the teaching of reading. Younger pupils receive skilled teaching provided by teachers and teaching assistants. This develops their reading skills well.

Kilmersdon Church of England Primary 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
All attending pupils
National School Census Data 2020
Pupil heat map key

How many pupils attending the school live in the area?


The concentration of pupils shows likelihood of admission based on distance criteria

0845 456 4038

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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