Madley Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
206
AGES
4 - 11
GENDER
Mixed
TYPE
Community school
SCHOOL GUIDE RATING
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How Does The School Perform?

4 1 1 2 3 4
NATIONAL AVG. 2.08
Ofsted Inspection
(12/2/19)
Full Report - All Reports
61%
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)
Madley
Hereford
HR2 9PH
01981250241

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You lead the school with integrity and commitment to create an outward-looking and ambitious culture within the school. This is reflected in the school motto, ‘Be the best you can be’. You have an accurate understanding of the school’s strengths and the areas that are priorities for the future. Since the last inspection, you have worked to grow the leadership capacity within the school. This has been successfully achieved and together with your deputy head, senior leaders are taking active responsibility in leading improvements across the school. As a consequence, changes have been made which have enhanced teaching and improved outcomes for pupils. Pupils say that they enjoy coming to school and are proud of their school. They are articulate, enthusiastic and welcoming to visitors. A school code has been established by staff and pupils. It reflects the ethos of how everyone in the school community should behave towards each other: ‘respect, engagement, sensitivity, positivity, expectation, care and trust’ are the key words. Excellent warm relationships exist between adults and pupils. Pupils are exceptionally well behaved around school and in lessons. The overwhelming majority of parents and carers who responded to Parent View, Ofsted’s online questionnaire, are extremely positive about the school. They feel that their children are safe, happy and taught well. One parent commented, ‘I feel that this school really gets to know its pupils and meets the individual needs of the children. I like the emphasis on respect and responsibility as children are taught to look after their school environment and that of the wider community.’ This was seen clearly during the inspection. Many parents said that they appreciated the strong commitment to values, as well as the ‘impressive’ range of activities and experiences that the school offers. Governors make a significant contribution to the strong leadership of the school. Governors visit the school frequently and spend time talking with staff about new developments. They are highly skilled and well informed about all aspects of school life. This means that their challenge and support for school leaders are both highly effective. In the last inspection, you were asked to ensure that the whole-school data analysis routinely includes and tracks the progress of the early years pupils. You have worked with the early years leader to ensure that this assessment is now included in whole-school self-evaluation. This enables leaders to have an easily accessible overview of pupils’ progress across the whole school. A further aspect you were asked to address was the quality of writing. You have put in place strategies to ensure that all teachers consistently apply the same expectations of pupils’ writing and presentation skills. This has been extremely successful and outcomes for pupils in writing have risen dramatically. Safeguarding is effective. Leaders, staff and governors work with a clear purpose to ensure that all safeguarding arrangements are highly effective. Visitors are checked thoroughly on entry to the school and information is provided relating to safeguarding procedures. New members of staff are subject to rigorous pre-employment checks to ensure that they do not pose any risk to pupils. This is monitored by you and the governors. Pupils know how to stay safe in the real world and when using the internet. The opportunities they are given, particularly in forest school, enable them to develop a clear understanding of risk and how to manage it safely. For example, they are able to light fires to cook and whittle wood using knives. Pupils say that they feel very safe and well cared for in the school. They say that bullying is rare. They feel confident that adults would help them if needed and problems would be sorted swiftly and fairly. Pupils’ attendance is carefully monitored by the learning mentor in school. She knows the pupils well and works closely with families to ensure that attendance is as good as it can be. Consequently, rates of attendance have continued to rise and are currently above the national average.

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 2020, ONS
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.

Madley Primary School Reviews


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