Kings Lodge Primary School
Catchment Area, Reviews and Key Information

Primary
School Guide Rating
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Kings Lodge Primary School
Lodge Road
Chippenham
SN15 3SY
01249444405
Pupils
336
Ages
4 - 11
Gender
Mixed
Type
Community school
4 1 1 2 3 4
NATIONAL AVG. 2.08
Ofsted Inspection
(5/10/16)
Full Report - All Reports
64%
NATIONAL AVG. 65%
% pupils meeting the expected standard in reading, writing and mathematics
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School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You lead the school with drive and determination because you have high expectations of yourself, your staff and all pupils. When appointed in January 2016, you expressed clearly and directly to governors that work was required to improve the quality of teaching and learning. This was necessary to ensure that high standards of achievement continued to be maintained. Since that time you have been committed and steadfast in your approach to improving the school. You take an honest, realistic and accurate view of the school’s strengths and weaknesses. You work openly and collaboratively with staff and governors so that they feel empowered to make positive changes and are excited about the challenge. As a result, you are increasingly well supported by other senior leaders and governors. Changes in leadership have changed the culture of the school and the way staff work together. Staff are now more willing, and better prepared, to be challenged over the quality of teaching and support they offer. As a result, they are better able to tackle weaknesses, share expertise, respond positively to assistance from outside the school and raise their expectations of what pupils can achieve. This is improving the quality of teaching. The higher expectations staff have of pupils is also improving their behaviour. There are fewer incidents of low-level disruption and pupils are attentive, cooperative and focused in class. You rightly recognise, however, that further work is required to improve pupils’ attitudes to learning. This would ensure that they are not just well behaved but also more eager to learn, participate and enjoy learning for its own sake. The work of leaders and governors is correctly focused on raising expectations of pupils, improving the quality of teaching and helping pupils to be positive and focused in lessons. Actions taken have helped to ensure that the achievement of pupils leaving the school at the end of Year 6 is in line with, or better than, the national average in all their subjects. However, not all of the recently introduced changes have been well received by all parents. You rightly acknowledge that more must be done to improve communication between school and home. Currently, not all parents feel well informed and understand the reasoning behind some of the changes. At the beginning of the inspection, we agreed on the key lines of enquiry to be considered and added other issues as they emerged during the day. These included establishing the most able disadvantaged pupils’ progress and whether the actions to reduce absence had been successful. We also agreed to consider the effectiveness of safeguarding, actions to raise achievement in reading and writing across the school and how well the areas for improvement from the last inspection had been tackled. These lines of enquiry are considered below under ‘Inspection findings’. Safeguarding is effective. Pupils are confident, self-assured and happy around the school site, in classrooms and in communal spaces. They feel safe and comfortable in the school environment because expectations of how they should behave are clear, and unacceptable behaviour is dealt with swiftly. One pupil who spoke to me said that school ‘is like one big family’. Other pupils said that if they need to share any concerns, staff are supportive and approachable. They also knew about, and valued, the availability of the ‘Time to Talk’ counselling service. Pupils reported that bullying is rare (some said that there was no bullying) and that staff deal with it effectively if it occurs. Pupils also have a good understanding of how to keep themselves safe online. They knew, for example, that personal details should be protected and not willingly shared with anyone they did not know. Comprehensive, detailed and regularly updated checks are carried out to ensure that staff are suitable to work with pupils. Staff receive the training they need in order to be able to recognise different forms of abuse and identify children at risk. Their training also ensures that they know the correct procedures to follow up any concerns they might have. You, as the designated member of staff for child protection, have a comprehensive knowledge of all vulnerable pupils in the school and their particular needs. You work effectively with other external agencies to support pupils, particularly those children who are looked after.

Kings Lodge 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
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

01225 713010

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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