Lostock Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
207
AGES
4 - 11
GENDER
Mixed
TYPE
Community 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
01204 332143 / 332137

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
(7/11/17)
Full Report - All Reports
89%
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

Glengarth Drive
Lostock
Bolton
BL6 4PS
01204333733

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You and your senior leadership team’s strong and tenacious leadership provides a clear direction for the school, which you have shared effectively with staff and governors. Your honest evaluation of the school ensures that you identify the strengths of the school and appropriate priorities for further improvement. This evaluation is based on comprehensive and thorough monitoring. You have correctly focused your attention on enhancing pupils’ skills in reading, writing and mathematics. Pupils are increasing their mastery of the subjects. You continue to strive to enhance the progress that pupils make in key stage 2 from their typically high starting points and have appropriately identified science as a school development priority. Pupils enjoy coming to the school because staff provide an interesting and enticing place in which to learn. Those pupils who spoke with me during the inspection said that they felt safe and that teachers and other adults are helpful. They found difficulty in recollecting any recent incidents of bullying and were confident that adults would deal effectively with any that did occur. Parents overwhelmingly support the school. Those who spoke with me at the start of the day or who responded to Parent View, Ofsted’s online parent questionnaire, said that the school strongly promotes learning. They were keen to share how inclusive the school was and how staff went the extra mile to help pupils and parents who are new to the country to make a positive start at Lostock. These were typified by repeated reference to the school as a ‘learning family’ and comments such as, ‘The children are happy, safe and thrive in a loving, caring environment.’ Leaders have taken appropriate actions to address the areas for development identified at the last inspection. These included enhancing the quality of teaching and improving pupils’ progress in mathematics. The work seen in pupils’ books and your detailed tracking of school-based assessments confirm that your actions have successfully brought about considerable improvement in the progress that pupils now make in mathematics. Provisional outcomes in national assessments in key stage 1 confirm the positive impact of your actions. In key stage 2, pupil’s progress shows sustained improvement. The work in current pupils’ books shows that progress is accelerating quickly. Since the last inspection, the quality of teaching has improved considerably. The wellconsidered appointments of new staff have strengthened the quality of teaching and that of leadership. Appropriate amendments to policies and procedures mean that pupils now receive high-quality teaching that systematically develops their knowledge and skills, particularly in reading, writing and mathematics. Teachers and teaching assistants are better trained and are more knowledgeable about the strategies they can use to develop mastery of subjects. New developments to the curriculum make effective use of the outdoors to seize pupils’ interests and promote pupils’ confidence to apply their knowledge and skills. Leaders frequently check and hold teachers closely to account for the impact of actions on pupils’ learning. Pupils, particularly those who are disadvantaged, make better progress than other pupils nationally because of the high-quality teaching that they receive. Safeguarding is effective. Leaders and governors have ensured that safeguarding arrangements are of high quality and fit for purpose. Knowledgeable staff meticulously implement the school’s policies relating to safeguarding. Statutory checks are carried out on the suitability of staff to work with children. Leaders have taken effective actions to ensure that the school is a safe and secure place in which children can learn. Appropriate and frequent training ensures that staff have up-to-date knowledge of safeguarding. Staff are vigilant about the potential risks that pupils may face. Records, including high-quality risk assessments, and those relating to pupils’ welfare, are appropriate and meticulously kept. Leaders share information with parents and the appropriate authorities effectively to ensure pupils’ safety. Governors have ensured that the appropriate monitoring and filtering arrangements are in place for the school’s internet connection. Inspection findings Leaders and governors have a clear understanding of the strengths and weaknesses of the school because of their frequent and detailed monitoring and self-evaluation. Sharply focused evaluation of termly assessments ensures that you have a detailed understanding of pupils’ attainment and progress from their starting points. Leaders regularly visit classrooms, scrutinise pupils’ work and seek the views of pupils to evaluate the impact of teaching on pupils’ learning. You use these findings to hold teachers closely to account and help staff to improve their practice through regular focused discussions about pupils’ progress. Subject leaders plan and implement appropriate developments in their subjects. These actions have brought about improvements to the quality of teaching and pupils’ outcomes. They include refinements to the way that mathematics is taught to promote pupils’ mastery of the subject. They also include the strong development of the creative aspects of the curriculum, particularly the use the school’s woodland and outdoor environment to enhance pupils’ independence and resilience in learning. Your recent and appropriate prioritisation of reading, particularly the focus on developing pupils’ inference and deduction skills in key stage 2, is bringing about improvements to pupils’ progress. Governors know the school well and hold you closely to account for the impact of your actions. They make good use of their professional skills, including their experience of educational leadership and risk management, to ask challenging and probing questions. They ensure that the school’s website meets the requirements for the information it provides for parents through frequent checks and audits of its content. They are currently taking actions to enhance the information about the content of the school’s curriculum to ensure that it fully illustrates its breadth and depth. The quality of teaching has improved considerably since the last inspection. Committed teachers and teaching assistants have high expectations. They share your integrity and drive to promote excellence. As a result, pupils are making increasingly stronger progress from their starting points, particularly in reading, writing and mathematics. Teachers occasionally do not seize the opportunities, presented by pupils during discussions, to explore topics or to develop answers in greater depth. Most pupils enter the school with levels of development that are typical for their age and make strong progress in early years. As a result, children are well prepared for the next stage of their education in key stage 1. The proportions of pupils attaining a good level of development are routinely above the national average. Pupils continue to make strong progress in key stage 1 and as a result, attain well in the Year 1 phonics screening check and the end of Year 2 national assessments, where the proportion of pupils reaching and exceeding national averages are routinely above national averages. Historically, the attainment of pupils in key stage 2 has been high. However, the progress made by pupils in key stage 2 from their starting points has remained in line with national averages for some time. Work in pupils’ books and the school’s assessment data show that this is now changing. Pupils are making increasingly stronger progress in reading, writing and mathematics due to the improvements in the quality of teaching. Disadvantaged pupils do well in school. They make better progress than their peers and other pupils nationally to attain highly. Work in books also shows that although pupils are now receiving greater opportunities to develop their skills in scientific enquiry, the progress that pupils make, particularly in developing their knowledge and understanding to a greater depth, is more limited. Attendance has remained at least in line with national average for a considerable time. In 2015/16, however, the proportion of some groups of pupils who were persistently absent rose above the national average. Current and more up-to-date information shows a more positive picture and that attendance is back to where is has been historically.

Lostock Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree 74% Agree 18% Disagree 2% Strongly Disagree 6% Don't Know 0% {"strongly_agree"=>74, "agree"=>18, "disagree"=>2, "strongly_disagree"=>6, "dont_know"=>0} Figures based on 66 responses up to 28-09-2018
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Figures based on 66 responses up to 28-09-2018

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Figures based on 66 responses up to 28-09-2018

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Figures based on 66 responses up to 28-09-2018

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Figures based on 66 responses up to 28-09-2018

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Figures based on 66 responses up to 28-09-2018

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Figures based on 66 responses up to 28-09-2018

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Figures based on 66 responses up to 28-09-2018

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Figures based on 66 responses up to 28-09-2018

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Figures based on 66 responses up to 28-09-2018

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Figures based on 66 responses up to 28-09-2018

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Figures based on 66 responses up to 28-09-2018

Responses taken from Ofsted Parent View

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