Lord Deramore's Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
213
AGES
4 - 11
GENDER
Mixed
TYPE
Voluntary controlled school
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 2021, ONS
01904 551 554

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?

4 1 1 2 3 4
NATIONAL AVG. 2.08
Ofsted Inspection
(1/2/18)
Full Report - All Reports
69%
NATIONAL AVG. 65%
% 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 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 Results Over Time

2017 2018 2019 UNLOCK

% pupils meeting the expected standard in Key Stage 2 tests (age 11)
2017 2018 2019 UNLOCK

% pupils meeting the higher standard in Key Stage 2 tests (age 11)

These results over time show historic performance for key exam results. We show pre-pandemic results as the fairest indicator of whether performance is up, down or stable

Heslington
York
YO10 5EE
01904553890

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You joined the school last April, and have worked quickly to ensure that you have clarity about what works well in the school and what needs to improve. You have quickly enlisted the support of staff and governors and have the confidence of parents to make the necessary changes. Governors have been highly effective in influencing the design and build of the new school. Relationships between staff and pupils are respectful and considerate. Three quarters of parents responded to Ofsted’s online questionnaire, Parent View. They were unanimous in their belief that the school is well led and managed and all would recommend your school to other parents. You, your staff and governors are determined that pupils will learn through a stimulating curriculum, which gives them exposure to a wide range of subjects and experiences. Consequently, pupils are excited about learning and demonstrate excellent learning behaviours. At the last inspection, your predecessor was asked to raise the quality of teaching to accelerate pupils’ progress. Children enter the school with skills and abilities broadly in line with those typically seen for their age and make good progress through Reception. The proportion of children achieving a good level of development has improved for three years in a row and is above the national average. In 2017, pupils’ attainment at the end of key stage 1 was in line with national figures in writing and mathematics but slightly below in reading. At the end of key stage 2, pupils’ progress was in the top 20% of pupils nationally in reading, but in the bottom 20% for progress in writing. Progress in mathematics was average when compared to national figures. You have identified the reasons for these anomalies, which are partly due to the high mobility of pupils arriving at and leaving the school during the school year. Many pupils join the school from other countries and had no prior knowledge of the English language. You urgently introduced precise tracking systems, to ensure that pupils make appropriate progress from their different starting points. You and your staff have worked successfully to ensure efficient and accurate assessment of pupils’ learning in reading, writing and mathematics. This has enabled staff to match learning carefully to what pupils can do. Teachers’ expectations of what pupils will learn are high and in the main, pupils are rising to those expectations. This is leading to higher proportions of current pupils working at standards expected of their age. However, some low-prior-attaining pupils are not making rapid enough progress in reading, writing and mathematics. The most able pupils are not challenged sufficiently to demonstrate higher-order mathematical skills. Safeguarding is effective. The leadership team has ensured that all safeguarding arrangements are fit for purpose. You and your governors have prioritised pupils’ safety at all times, even though this has been challenging for the duration of the building of the new school. The current development of the school grounds and conversion of the old school buildings have been assessed for risks and appropriate signage and fencing are in place to ensure pupils’ safety. You have ensured that all visitors to school, including contractors, have received appropriate safeguarding checks. All staff have been trained in basic safeguarding awareness and several staff are trained to a higher level to ensure safer recruitment of new staff and to spot potential signs of radicalisation, for example. You discuss pupils’ safety weekly with your staff and governors receive regular reports on safeguarding. Inspection findings During this one-day inspection, I wanted to find out how effectively you have supported teachers to improve pupils’ progress in writing and how well phonics is taught. I also wanted to explore how well teachers meet the needs of disadvantaged pupils and the most able in school. You quickly identified teaching of writing as an area that needed improvement, and put into place concise plans to improve this area of pupils’ learning. You and your literacy leaders delivered a series of staff meetings through the autumn term to develop teachers’ skills and help them to examine, discuss and judge pupils’ progress more accurately. This enabled staff to quickly identify gaps in pupils’ learning and to alter lessons accordingly. After only one term of this approach, you are able to demonstrate accelerated progress across almost all classes in school. Work in pupils’ books shows over two thirds of pupils across school are now working at standards expected for their age. Higher proportions than in the past are working at greater depth. In turn, this is having an impact on the overall picture, with more pupils achieving the expected standard in reading, writing and mathematics combined in each year group. Despite this, pupils with low prior attainment are still struggling to make the rapid progress needed, in order to catch up. Gaps are opening up between this group of pupils and others in school. Pupils at the end of Year 1 have traditionally achieved well in phonics, with the exception of one year group where they struggled to achieve the phonics screening check even at the end of Year 2. Some pupils in this class have particular challenges to overcome, which made attaining the phonics check earlier in their school career difficult. They have now secured their use of phonics and are beginning to use phonetic strategies to help them to read and write unknown words with greater confidence. Work in pupils’ reading and writing books shows that this is not typical and that the majority of pupils have learned to master phonics through systematic and effective teaching while in Reception and Year 1. You have introduced very precise approaches for ensuring that disadvantaged pupils receive the support they need. These include launching a ‘passport’ system, written in partnership with parents, that identifies the bespoke support given to these pupils. The governor with responsibility for pupil premium funding regularly visits school to check on the impact of extra resources on pupils’ confidence and skills. Additional teaching or mentoring provided by adults in school is successfully meeting the needs of disadvantaged pupils, so that your assessment information shows that almost all are now making strong progress overall. Differences between disadvantaged pupils and others are now diminished in writing and are reducing in reading and mathematics. Work in pupils’ books shows that they work hard and are productive in mathematics. Teachers plan series of lessons that help pupils to learn basic concepts well. However, sometimes the most able pupils are working through too many problems before moving on to the next steps in their learning. There is too little opportunity for pupils to demonstrate their reasoning in mathematics or to apply the skills they have learned in order to develop mastery of mathematics. Next steps for the school Leaders and those responsible for governance should ensure that: low-prior-attaining pupils receive the support they need to make accelerated progress in reading, writing and mathematics teachers more precisely plan challenge for the most able in mathematics so that pupils can develop reasoning skills and apply these to mathematics in a range of contexts. I am copying this letter to the chair of the governing body, the regional schools commissioner and the director of children’s services for York. This letter will be published on the Ofsted website.

Lord Deramore's Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree 89% Agree 10% Disagree 0% Strongly Disagree 0% Don't Know 0% {"strongly_agree"=>89, "agree"=>10, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} Figures based on 207 responses up to 01-02-2018
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Figures based on 207 responses up to 01-02-2018

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Figures based on 207 responses up to 01-02-2018

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Figures based on 207 responses up to 01-02-2018

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Figures based on 207 responses up to 01-02-2018

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Figures based on 207 responses up to 01-02-2018

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Figures based on 207 responses up to 01-02-2018

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Figures based on 207 responses up to 01-02-2018

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Figures based on 207 responses up to 01-02-2018

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Figures based on 207 responses up to 01-02-2018

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Figures based on 207 responses up to 01-02-2018

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Figures based on 207 responses up to 01-02-2018

Responses taken from Ofsted Parent View

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