Magdalen Gates Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
193
AGES
5 - 11
GENDER
Mixed
TYPE
Community school
SCHOOL GUIDE RATING
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UNLOCK

How Does The School Perform?

4 1 1 2 3 4
NATIONAL AVG. 2.08
Ofsted Inspection
(22/3/18)
Full Report - All Reports
66%
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)
Bull Close Road
Norwich
NR3 1NG
01603622675

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You, senior leaders and governors have successfully managed a period of considerable change since the last inspection. For example, there have been a number of changes in teaching staff, including key leadership roles, and a rise in the proportion of pupils joining the school at different times in key stage 2. This had an impact on published data at the end of Year 6 in 2017, because some pupils had only been at the school for a short time before the national curriculum tests and a few of these pupils were new to speaking English. You have responded rapidly to these challenges. For example, you have strengthened systems to check pupils’ attainment on entry to the school and the progress they make from their starting points. In addition, you have appointed a specialist education assistant (teaching assistant) to work with pupils new to the English language. Consequently, teachers identify any barriers to learning and you make sure support is put in place to help pupils make the progress of which they are capable. Current progress information, including work in pupils’ books, indicates that most pupils are making good progress in mathematics and writing in key stage 2. The governors provide strong challenge to you and school leaders. They know the school well because of their regular visits to evaluate the impact of school improvement initiatives. This year, both you and the governors have focused mainly on checking improvements in pupils’ writing and mathematics. As a result, you have not closely checked pupils’ progress in developing phonic skills or whether other initiatives introduced since the last inspection, for example the new handwriting approach, are fully embedded in teachers’ daily practice. Although you have successfully improved the quality of teaching, the first area for improvement given at the last inspection, you have not fully addressed the second area for improvement, which concerned accelerating the progress pupils make in acquiring early literacy skills in Reception, Years 1 and 2. Parents are very pleased with the quality of education their children receive at the school. For example, one parent wrote: ‘The staff are approachable and always make the time to speak with you and listen to your questions or concerns. My children have all been extremely happy at Magdalen Gates and continue to progress well. They love coming to school every day. I would not hesitate in recommending this school. The school is very diverse and completely inclusive to children with special needs and children with English as an additional language. They are particularly supportive to young carers. I cannot praise the staff enough!’ Most of the 31 responses to Parent View, Ofsted’s online questionnaire, were positive. A few parents find your robust systems for encouraging regular attendance uncomfortable. However, the school’s systems include effective rewards for good attendance and result in attendance that is well above the national average. Pupils love coming to school. For example, pupils told me: ‘I like everything because it’s fun and I really like maths’ and ‘I like the awards we get like golden awards and chance cards. Teachers always listen to you and help you if you are stuck.’ Safeguarding is effective. All safeguarding processes and procedures are in place and meet requirements. Staff receive regular and effective training that includes discussion of recent safeguarding scenarios and how staff should respond. You have exceptionally strong systems in place to ensure that all pupils are safe, including seven designated safeguarding leads, three of whom cover the breakfast and after school clubs. You keep a very careful track of any concerns raised by pupils. The new online system ensures that concerns are carefully logged and all staff kept informed. Staff are confident in using the system. You also keep a careful record of both positive and negative behaviour incidents. Pupils say they feel very safe at school because they have each selected five adults they feel happy to talk to about any worries they may have at any time. You have recently appointed a pastoral support education assistant who is a trained counsellor. Staff and pupils speak very highly of the support she provides and the positive impact this has on their confidence and well-being.

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
0344 800 8020

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.

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