Ladock C of E School
Catchment Area, Reviews and Key Information

Primary
PUPILS
108
AGES
2 - 11
GENDER
Mixed
TYPE
Academy converter
SCHOOL GUIDE RATING
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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, ONS
01872 322400

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 criteria in which schools use to allocate places in the event that they are oversubscribed can and do vary between schools and over time. These criteria can include distance from the school and sometimes specific catchment areas but can also include, amongst others, priority for siblings, children of a particular faith or specific feeder schools. Living in an area where children have previously attended a school does not guarantee admission to the school in future years. Always check with the school’s own admission authority for the current admission arrangements.

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.

How Does The School Perform?

Good
NATIONAL AVG. 2.09
Ofsted Inspection
(13/02/2019)
Full Report - All Reports
59%
NATIONAL AVG. 60%
% pupils meeting the expected standard in reading, writing and mathematics



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Progress Compared With All Other Schools

UNLOCK Well Below Average (About 9% of schools in England) Below Average (About 9% of schools in England) Average (About 67% of schools in England) Above Average (About 6% of schools in England) Well Above Average (About 9% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 9% of schools in England) Average (About 67% of schools in England) Above Average (About 6% of schools in England) Well Above Average (About 8% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 11% of schools in England) Average (About 59% of schools in England) Above Average (About 11% of schools in England) Well Above Average (About 9% of schools in England)
Ladock
Ladock C of E School
Truro
TR2 4PL
01726882622

School Description

The leadership team has maintained the good quality of education in the school since the previous inspection. Approximately 18 months ago, trust leaders recognised that weaknesses in the school’s provision were undermining the quality of education in the school. As a result, trust leaders took appropriate action to arrest the decline by making necessary arrangements to improve teaching, particularly in key stages 1 and 2. Your appointment to head of school in March 2018 was a key part of the trust’s improvement strategy. You have added further impetus and increased rigour in holding teachers firmly to account. Your determination and focus immediately started to challenge teachers to raise their expectations of pupils. While you recognise that there is more still to do, you have been instrumental in getting the school ‘back on track’. Most parents and pupils also understand this. They are effusive in their praise of your work. Under your leadership, the school is being revitalised and is highly valued by the local community. Following your arrival, you set about overhauling systems to ensure that vulnerable pupils are better identified and tracked. You hold challenging conversations with teachers about their professional development and performance. You also implemented appropriate school improvement plans, correctly identifying the main priorities. Your ongoing work is continuing to have a discernible impact on raising pupils’ achievement, including for pupils with special educational needs and/or disabilities (SEND) and disadvantaged pupils. However, this is not without its challenges and some improvements are still fragile. You are fully aware of this and are continuing to use effective support from the trust to tackle weaknesses. The weekly visits from a school improvement partner of the trust are continuing to provide high-quality mentoring and support from an experienced colleague. This partnership is proving to be beneficial to you and effective in improving the quality of teaching, learning and assessment. You have taken effective action to address most weaknesses identified at the last inspection. You have been successful in implementing strategies to improve pupils’ fluency and understanding of number, especially in Years 5 and 6. Again, this requires further consolidation but is beginning to see tangible improvement. You have been explicit in identifying weaknesses in teaching and learning. Consequently, the weakest teaching has been tackled and teachers are implementing agreed systems and approaches to raise achievement. However, during the inspection, I noted that there remain some key challenges to sustaining improvement. Firstly, teachers are not consistently identifying precise targets or steps for vulnerable pupils. Secondly, teachers do not have consistently high enough expectations of pupils across the range of subjects, particularly in writing. This leads to some variability in the quality of work seen in different workbooks. Thirdly, other leaders, including subject leaders and the school monitoring council (SMC), despite making increasingly valuable contributions, are not yet making the most of their roles and responsibilities in the school to have even greater influence in building leadership capacity. Safeguarding is effective. You have taken effective action to review safeguarding procedures and practice in the school. You work well with others, including SMC representatives, who check that the school is complying fully with current safeguarding requirements. Consequently, staff are well trained and know what to do to keep pupils safe. There is a strong culture of safeguarding. You ensure that any concerns are well logged and swiftly responded to. For example, you work in a timely manner to ensure that pupils receive the early help they need to stay safe at home and to improve their attendance and well-being. Pupils enjoy coming to school. Attendance is improving well. In addition, the proportion of those with persistently high absence is reducing rapidly. In fact, the current figure is now better than the national average. Pupils say that they feel safe and trust staff. Pupils, staff and parents typically agree that behaviour is good. Staff are approachable and help to resolve issues quickly. Pupils say that bullying is not a problem at Ladock. Leaders also seek pupils’ views of safeguarding and make plans to address any concerns that pupils may have. Pupils show a good understanding of current safeguarding matters, including online safety, and can explain clearly what to do in the event of a fire or school evacuation.

Ladock C of E School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>72, "agree"=>18, "disagree"=>5, "strongly_disagree"=>3, "dont_know"=>3} UNLOCK Figures based on 39 responses up to 13-02-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>72, "agree"=>21, "disagree"=>3, "strongly_disagree"=>3, "dont_know"=>3} UNLOCK Figures based on 39 responses up to 13-02-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>49, "agree"=>36, "disagree"=>5, "strongly_disagree"=>8, "dont_know"=>3} UNLOCK Figures based on 39 responses up to 13-02-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>67, "agree"=>31, "disagree"=>3, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 39 responses up to 13-02-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>62, "agree"=>26, "disagree"=>8, "strongly_disagree"=>3, "dont_know"=>3} UNLOCK Figures based on 39 responses up to 13-02-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>41, "agree"=>46, "disagree"=>8, "strongly_disagree"=>3, "dont_know"=>3} UNLOCK Figures based on 39 responses up to 13-02-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>59, "agree"=>33, "disagree"=>5, "strongly_disagree"=>0, "dont_know"=>3} UNLOCK Figures based on 39 responses up to 13-02-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>44, "agree"=>33, "disagree"=>3, "strongly_disagree"=>0, "dont_know"=>21} UNLOCK Figures based on 39 responses up to 13-02-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>49, "agree"=>41, "disagree"=>3, "strongly_disagree"=>8, "dont_know"=>0} UNLOCK Figures based on 39 responses up to 13-02-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>59, "agree"=>33, "disagree"=>8, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 39 responses up to 13-02-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>41, "agree"=>33, "disagree"=>21, "strongly_disagree"=>5, "dont_know"=>0} UNLOCK Figures based on 39 responses up to 13-02-2019
Yes No {"yes"=>92, "no"=>8} UNLOCK Figures based on 39 responses up to 13-02-2019

Responses taken from Ofsted Parent View

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