Lea CofE Primary School
Catchment Area, Reviews and Key Information

Primary
School Guide Rating
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Lea
Ross-on-Wye
HR9 7JY
01989750296
Pupils
116
Ages
5 - 11
Gender
Mixed
Type
Voluntary aided school
4 1 1 2 3 4
NATIONAL AVG. 2.08
Ofsted Inspection
(3/5/18)
Full Report - All Reports
60%
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 and the head of school were newly appointed to the school in September 2016. You make a good team and are ambitious for the school. In the autumn term of 2016, you quickly identified that the quality of teaching was not strong enough. You have put in place a range of successful strategies to improve the school. A strong sense of teamwork among staff has made a positive contribution to recent development. Lea CofE Primary School is a happy and vibrant place for pupils to learn and grow. A sense of community pervades the school. The level of care and guidance from staff, coupled with a broad range of enrichment activities, contributes well to pupils’ personal development. Pupils shared with great enthusiasm how they enjoy going on different trips and taking part in the varied extra-curricular clubs. They particularly enjoy the drama, music and sport clubs, as well as taking part in competitive sport against other schools. Learning about a range of faiths and cultures has a positive impact on pupils’ spiritual and cultural understanding. The quality of teaching has improved over the last two years and attainment is gradually rising. During that time, several new teachers have started at the school. You have put in place regular training for all staff, which has had a positive impact on their subject knowledge. Staff have adapted well to the changes that have been put in place for assessment and curriculum planning. As a result, work is more suitably matched to pupils’ needs. Teachers make learning lively and interesting. A typical example of this was seen during the inspection in a key stage 2 English lesson. The teacher brought the text to life and put on a costume to play a character. Pupils asked searching questions to deepen their understanding of the character and the text. The areas for improvement outlined in the previous inspection report have been addressed appropriately. A range of new teaching strategies have been embedded in mathematics, particularly for the development of pupils’ reasoning skills. You have implemented a range of successful leadership processes in order to evaluate the quality of teaching and pupils’ progress. A substantial part of this has been the development of a new assessment system to track pupils’ progress. Teachers’ assessments are now more reliable and you carry out regular meetings to check how well pupils are progressing. Pupils who have particular gaps in their learning are identified and given effective additional support. The impact of this additional support is evaluated at an individual pupil level. However, you do not gather this information together and evaluate the overall impact of interventions. As a result, you do not have a strategic oversight of which strategies are proving most or least successful. This is particularly the case for weaker readers and for disadvantaged pupils. Greater precision here will enable you to focus resources in the areas that will have the most impact on pupils’ progress. Middle leadership is being developed effectively. The mathematics and English leaders are enthusiastic and have a clear impact in their roles. They benefit from sharing practice and collaborating with other middle leaders in the local cluster of schools. The physical education (PE) and sport premium is managed well. A range of additional activities for sport and PE have raised participation rates. The quality of provision in the early years is a clear example of recent improvement. In 2017 at the end of Reception, the proportion of children who reached a good level of development rose and was above the national average. In previous years, this figure was much lower. Children in the pre-school get off to a good start. Consequently, more pupils are entering Reception with skills and understanding that are typical for their age. Teaching in Reception is good. During the inspection, children were seen fully engrossed in their phonics session. They applied their phonics skills well to their writing and could form letters accurately. The governing body responded well to the inconsistencies that arose in the quality of leadership and teaching. Governors have been instrumental in putting in place a new leadership structure and have recognised that their own understanding of performance data was not strong enough. After training from an external consultant, they now have a far better understanding of the strengths and weaknesses of the school. As a result of these actions, they are now better equipped to make a swift response should any inconsistencies emerge in the future.

Lea CofE 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

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.

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