Marwood Church of England Voluntary Controlled Infant School
Catchment Area, Reviews and Key Information

Primary
PUPILS
61
AGES
5 - 7
GENDER
Mixed
TYPE
Voluntary controlled school
SCHOOL GUIDE RATING
Not Rated

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
01609 533679

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
(9/11/21)
Full Report - All Reports
100%
NATIONAL AVG. 93%
Happiness Rating

Ofsted Parent View

13.9:1
NATIONAL AVG. 20.7:1
Pupil/Teacher ratio
Small Data Set
NATIONAL AVG. 8.2%
Persistent Absence
3.3%
NATIONAL AVG. 20.8%
Free school meals
27.9%
NATIONAL AVG. 12.6%
Pupils with SEN support
Low Green
Great Ayton
Middlesbrough
TS9 6NN
01642722389

School Description

The school is the hub of the community. One parent said: ‘What the school lacks in space, it more than makes up in heart.’ Pupils have exposure to a wealth of opportunities and experiences within their locality, especially linked to physical education (PE). Pupils have a strong sense of wanting to do good, both globally and locally. With the help of leaders, pupils collected donations to make care packages for refugees who were new to the community. They have also raised money for the Water Aid charity and delivered harvest hampers to residents. Pupils in Year 2 have pledged to reduce the use of plastic in school and at home. The school has embedded their Christian values of love, friendship and forgiveness within the curriculum. Pupils can recite these values and can talk about how to enact them. Teachers have high expectations of pupils’ behaviour. Pupils know the school rules and respond appropriately. Most pupils are polite and courteous and speak to visitors with respect. Parents, pupils and staff strongly agree that bullying rarely happens. The last recorded incident was in 2019. There are no racist, homophobic, sexualised behaviour or behaviour concerns recorded. Pupils say they feel safe at the school all the time. Teachers support pupils to resolve any conflicts that arise What does the school do well and what does it need to do better? Leaders have a ‘Marwood approach’ to teaching phonics and early reading. The school’s programme is a combination of two schemes. This has been successful, as in the past Year 1 phonic screening check results were high. Targeted support is given to pupils who are struggling to apply their phonics knowledge. Teachers are using several different schemes for these interventions. Leaders have been supported by the English hub to match decodable books to the sounds pupils know. When hearing pupils read, adults always focus on phonics. However, the variety of decodable schemes used means pupils have different experiences. For example, some pupils practised reading digraphs as a warm-up, but others did not. Leaders need to commit to one phonics programme to ensure consistency for all. The plans for the wider curriculum are sequenced and build on what pupils have learned before. Curriculum leaders have a clear vision for their subject. For example, the PE leader has linked the units of work to the local sports facilities. This instils a lifelong love of exercise in the pupils, as they attend these clubs outside the school day. The teaching team designed the science curriculum. As a result, they know how to build on the knowledge and skills the children have accessed in the year before. Lesson visits showed children using accurate scientific language. This is because teachers have good subject knowledge. There is a clearly planned curriculum in early years. Staff use a good range of vocabulary to extend children’s learning. Amendments are made to the school’s curriculum to ensure pupils with special educational needs and/or disabilities (SEND) can Inspection report: Marwood CofE Voluntary Controlled Infant School, Great Ayton 9 and 10 November 2021 2 access learning. For example, in Year 2, pupils with SEND had pictorial support and access to a list of key words when writing in history. The teaching of mathematics in the early years is clear and focused. The teacher knows exactly what she wants the children to learn. This results in early years children using accurate mathematical vocabulary. Leaders have adopted a scheme to deliver mathematics in key stage 1. Teachers’ plans show that they are providing different mathematical activities to meet the various needs of pupils in their class. These tasks are often practical, outdoor activities and led by the teaching assistant. While teaching assistants verbally inform teachers of how well pupils have done, there was limited evidence in books of challenge for all pupils. The curriculum for personal development is exceptional. Pupils have opportunities to develop their leadership skills by being play and worship leaders. Pupils have ‘brain breaks’ to support their mental health and well-being. Leaders have invested in books and resources that celebrate differences in family, culture and disability. Leaders plan an effective transition package for Year 2 pupils as they move to their new primary school. Spiritual, moral, social and cultural development is linked to all subjects. Pupils get opportunities to reflect on their own beliefs in class reflection areas and the outdoor sacred space. Leaders use the curriculum to promote equality. For example, within science they invite female scientists and male nurses in to challenge stereotypes. The local authority and diocesan advisers have a good understanding of the school’s strengths and areas for development. Governors are regular visitors to the school. They are wholly supportive of the leadership and teaching team. One governor has taken responsibility for championing staff well-being. Staff are overwhelmingly positive about their workload and work-life balance.

Marwood Church of England Voluntary Controlled Infant School Parent Reviews



97% Parents Recommend This School
Strongly Agree 89% Agree 11% Disagree 0% Strongly Disagree 0% Don't Know 0% {"strongly_agree"=>89, "agree"=>11, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} Figures based on 37 responses up to 10-11-2021
Strongly Agree 95% Agree 5% Disagree 0% Strongly Disagree 0% Don't Know 0% {"strongly_agree"=>95, "agree"=>5, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} Figures based on 37 responses up to 10-11-2021
Strongly Agree 81% Agree 19% Disagree 0% Strongly Disagree 0% Don't Know 0% {"strongly_agree"=>81, "agree"=>19, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} Figures based on 37 responses up to 10-11-2021
My Child Has Not Been Bullied 84% Strongly Agree 5% Agree 0% Disagree 0% Strongly Disagree 0% Don't Know 11% {"my_child_has_not_been_bullied"=>84, "strongly_agree"=>5, "agree"=>0, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>11} Figures based on 37 responses up to 10-11-2021
Strongly Agree 78% Agree 19% Disagree 0% Strongly Disagree 3% Don't Know 0% {"strongly_agree"=>78, "agree"=>19, "disagree"=>0, "strongly_disagree"=>3, "dont_know"=>0} Figures based on 37 responses up to 10-11-2021
I Have Not Raised Any Concerns 65% Strongly Agree 24% Agree 5% Disagree 0% Strongly Disagree 3% Don't Know 3% {"i_have_not_raised_any_concerns"=>65, "strongly_agree"=>24, "agree"=>5, "disagree"=>0, "strongly_disagree"=>3, "dont_know"=>3} Figures based on 37 responses up to 10-11-2021
Strongly Agree 33% Agree 67% Disagree 0% Strongly Disagree 0% Don't Know 0% {"strongly_agree"=>33, "agree"=>67, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} Figures based on 10 responses up to 10-11-2021
Strongly Agree 57% Agree 35% Disagree 0% Strongly Disagree 0% Don't Know 8% {"strongly_agree"=>57, "agree"=>35, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>8} Figures based on 37 responses up to 10-11-2021
Strongly Agree 84% Agree 11% Disagree 0% Strongly Disagree 0% Don't Know 5% {"strongly_agree"=>84, "agree"=>11, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>5} Figures based on 37 responses up to 10-11-2021
Strongly Agree 70% Agree 22% Disagree 5% Strongly Disagree 3% Don't Know 0% {"strongly_agree"=>70, "agree"=>22, "disagree"=>5, "strongly_disagree"=>3, "dont_know"=>0} Figures based on 37 responses up to 10-11-2021
Strongly Agree 73% Agree 24% Disagree 3% Strongly Disagree 0% Don't Know 0% {"strongly_agree"=>73, "agree"=>24, "disagree"=>3, "strongly_disagree"=>0, "dont_know"=>0} Figures based on 37 responses up to 10-11-2021
Strongly Agree 51% Agree 27% Disagree 3% Strongly Disagree 3% Don't Know 16% {"strongly_agree"=>51, "agree"=>27, "disagree"=>3, "strongly_disagree"=>3, "dont_know"=>16} Figures based on 37 responses up to 10-11-2021
Strongly Agree 73% Agree 24% Disagree 0% Strongly Disagree 3% Don't Know 0% {"strongly_agree"=>73, "agree"=>24, "disagree"=>0, "strongly_disagree"=>3, "dont_know"=>0} Figures based on 37 responses up to 10-11-2021
Yes 97% No 3% {"yes"=>97, "no"=>3} Figures based on 37 responses up to 10-11-2021

Responses taken from Ofsted Parent View

Your rating:
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