Luddington & Garthorpe Primary
Catchment Area, Reviews and Key Information

Primary
PUPILS
77
AGES
3 - 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
01724 297133 , 01724 297134

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
(29/11/17)
Full Report - All Reports
86%
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

High Street
Luddington
Scunthorpe
DN17 4QP
01724798228

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. Since your appointment in September 2016, you have brought about rapid improvement in the quality of education and in the effectiveness of the governing body. Your sharp and insightful analysis of the schools’ strengths and weaknesses led to well-directed and robust action to overcome identified weaknesses. You make good use of external views from the local authority and other schools to confirm your evaluations. Your strong drive, precise plans and highly effective actions have brought about significant improvement in the consistency and quality of teaching, learning and assessment, the breadth and organisation of the curriculum, the provision of clubs, the role of middle leaders, and relations with parents. Your high expectations have created a team of staff whose members are highly committed to school improvement. You acted firmly to tackle weaknesses in teaching which, in 2017, led to low outcomes in writing at the end of key stage 2. Your appointment of two experienced new teachers and a newly qualified teacher, in September 2017, has contributed well to the strength of teaching, learning and assessment. Your clear expectations of teaching and of the standards of pupils’ work have led to strong consistency in learning across classes and year groups. You are developing staff well, enabling teachers and middle leaders to observe and learn from effective practice in good and outstanding schools. You monitor the implementation and impact of action plans scrupulously. Development of early years is your current priority. In early years, assessment does not identify consistently and precisely the next steps in children’s development to ensure that all children reach their full potential, including the most able. The previous inspection report asked the school to improve aspects of teaching to ensure that pupils of all abilities extend their learning, improve their own work and present it well. Teachers use their detailed knowledge of pupils well to pitch tasks accurately at different levels. They regularly set challenges that encourage pupils to tackle tasks that are more ambitious. Pupils respond well to teachers’ verbal and written comments by regularly correcting their work and extending their writing. Standards of presentation are good in English, mathematics and topic work. Pupils are well behaved and enthusiastic learners. They sustain their concentration well and work hard. Their good relationships with teaching staff give them confidence in asking and answering questions. Many pupils attend the extensive range of after-school clubs. These provide pupils with new experiences and enable them to enjoy sports and gain physical fitness. Pupils appreciate the new provision for art and music in the curriculum. The last inspection report asked governors to strengthen their understanding of information about pupils’ progress and their scrutiny of teaching and learning. The reconstituted governing body, led by a new chair and enhanced by the appointment of a primary headteacher, plays an active and well-informed role in school improvement. Governors have a good understanding of information about progress and attainment, which they are using well to interrogate school leaders. Visits to school and conversations with staff and pupils have deepened their understanding of the strengths and weaknesses in teaching and learning. The governing body is keen to be as effective as it can be and has commissioned an external review to see how to improve further. Parents were highly positive about your impact on the school. They say that the school is welcoming and staff are approachable. Parents appreciate teachers’ enthusiasm and say that teaching has improved. They welcome the range of afterschool activities for pupils. Parents of children who have special educational needs and/or disabilities are pleased with the actions you have taken to support their children’s learning. Safeguarding is effective. The leadership team has ensured that all safeguarding arrangements are fit for purpose. Tight systems for recording concerns, referrals and actions ensure that the right people have access to relevant information at the right time. Staff record issues and actions in appropriate detail. Staff know pupils well, are thorough in their assessments of need and act promptly to follow up concerns. Staff demonstrate good care and persistence in finding solutions to difficulties. Communication with parents and other agencies is effective. Pupils feel safe and know what to do to protect themselves online.

Luddington & Garthorpe Primary Parent Reviews



unlock % Parents Recommend This School
Strongly Agree 53% Agree 33% Disagree 7% Strongly Disagree 7% Don't Know 0% {"strongly_agree"=>53, "agree"=>33, "disagree"=>7, "strongly_disagree"=>7, "dont_know"=>0} Figures based on 30 responses up to 30-11-2017
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Figures based on 30 responses up to 30-11-2017

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Figures based on 30 responses up to 30-11-2017

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Figures based on 30 responses up to 30-11-2017

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Figures based on 30 responses up to 30-11-2017

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Figures based on 30 responses up to 30-11-2017

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Figures based on 30 responses up to 30-11-2017

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Figures based on 30 responses up to 30-11-2017

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Figures based on 30 responses up to 30-11-2017

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Figures based on 30 responses up to 30-11-2017

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Figures based on 30 responses up to 30-11-2017

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Figures based on 30 responses up to 30-11-2017

Responses taken from Ofsted Parent View

Your rating:
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