Ludgershall Castle Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
286
AGES
4 - 11
GENDER
Mixed
TYPE
Foundation 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
01225 713010

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
(2/2/17)
Full Report - All Reports
53%
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

Short Street
Ludgershall
Andover
SP11 9RB
01264790375

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You have focused closely and effectively on reducing pupils’ absence and improving teaching, both actions for improvement identified by the last inspection. Attendance has risen rapidly since 2013 and is now above average for all groups of pupils. You check closely on the quality of teaching, making sure teachers are given clear improvement points whenever they are observed by leaders. You showed me how these points are systematically followed up. The training provided to teachers is helping them to improve their teaching or leadership. As we watched pupils learning on the morning of the inspection, you identified strengths and weaknesses and explained to me how you and other leaders were developing teaching in a range of classes. Without exception, we saw pupils happily and closely focused on their work. Teachers were checking on pupils’ understanding and they or teaching assistants frequently returned to work with any who had not grasped a concept first time. Pupils knew exactly what they had to do and what they were trying to learn. One pupil summed up their learning, saying, ‘We have loads of fun lessons.’ You spoke powerfully about your drive to make sure all children have opportunities to succeed as well as they can. The pupils told me enthusiastically about the school motto: ‘Learn, have fun, succeed’. You ensure that disadvantaged pupils do well. Last year these pupils had higher attendance than others nationally and others in the school. The 2016 Year 6 results showed that disadvantaged pupils had made better progress than their classmates in reading, writing and mathematics. This is partly because of the very carefully chosen support work you do, but also because teachers pay close attention to disadvantaged pupils in lessons. They make sure that these pupils, especially, are questioned and supported well. You and the governors concentrate on pupils’ attainment when you are evaluating the success of the school. Your new system for tracking exactly what pupils can do is being followed by teachers and gives you good information. You rightly give weight to making sure that as many pupils as possible reach the standards they should for their age. One of the strengths of the school is the way you are directing extra support towards helping pupils who are working just below this level to catch up. However, concentrating on attainment rather than progress has meant that you have not always fine-tuned your targets for improvement, for example concerning which gender might need to do better. Safeguarding is effective. You, your governors and the staff are committed to keeping pupils as safe as possible. Leaders have ensured that all safeguarding arrangements are fit for purpose and that records are detailed and of high quality. You provide training to make sure staff are up to date with guidance. You keep a close track of training attended and make sure that all staff have read the documents they should. A range of staff, with different roles, were able to tell me about their training and what they look out for. Accident reports are appropriately kept and swift action is taken when needed. Pupils I spoke to and almost all parents who responded to the online survey said that the school is a safe place. The pupils said that behaviour was good and there was no bullying. They know who to go to if they need help and are sure something would be done. They know how to keep themselves safe, for example, when using the internet or a mobile phone. Pupils respect staff, and classrooms are secure, happy places. Governors have checked to make sure timely action is taken when a child is identified to be at risk. They are very aware of hidden ways in which a child could be harmed and have focused on establishing the ethos of ‘a telling school’, meaning that no-one should be afraid to raise issues, however small they seem. Inspection findings To be sure that the school remained good, one of my key lines of enquiry was about progress in key stage 2. You had a successful drive to improve writing last year. In the 2015 Year 6 results, progress in writing was the weakest of the three key subjects – reading, writing and mathematics – but in 2016 it was much the best. However, progress in mathematics was below average in 2016.

Ludgershall Castle Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree 69% Agree 29% Disagree 1% Strongly Disagree 0% Don't Know 1% {"strongly_agree"=>69, "agree"=>29, "disagree"=>1, "strongly_disagree"=>0, "dont_know"=>1} Figures based on 116 responses up to 09-02-2017
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Figures based on 116 responses up to 09-02-2017

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Figures based on 116 responses up to 09-02-2017

unlock

Figures based on 116 responses up to 09-02-2017

unlock

Figures based on 116 responses up to 09-02-2017

unlock

Figures based on 116 responses up to 09-02-2017

unlock

Figures based on 116 responses up to 09-02-2017

unlock

Figures based on 116 responses up to 09-02-2017

unlock

Figures based on 116 responses up to 09-02-2017

unlock

Figures based on 116 responses up to 09-02-2017

unlock

Figures based on 116 responses up to 09-02-2017

unlock

Figures based on 116 responses up to 09-02-2017

Responses taken from Ofsted Parent View

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