Matchborough First School Academy
Catchment Area, Reviews and Key Information

School Guide Rating
Not Rated

Matchborough Way
Matchborough East
B98 0GD
3 - 9
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4 1 1 2 3 4
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School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You promote a ‘no excuses’ culture and ensure that all pupils, regardless of any barriers to their learning, become well-rounded individuals and achieve well by the time they leave the school at the end of Year 4. Pupils are kind and respectful towards each other and adults. They speak with pride about their school. The pupils I spoke with described staff as ‘caring’ and lessons as ‘fun’. ‘A great school which has nurtured my daughter’s progress in learning and confidence,’ wrote one parent on the Ofsted online questionnaire. This echoed the view shared by the vast majority of parents who spoke with me during the inspection and completed the questionnaire. Senior leaders, staff and governors have created a culture where pupils, parents and visitors are made to feel welcome. They work well as a team and are constantly striving to improve the life chances of every pupil who enters the school gates. Following the previous inspection, leaders and governors were asked to raise standards of writing at the end of key stage 1. You and the staff took appropriate steps in response to this. In 2015, standards in writing were well above the national average. Leaders and governors were also asked to make sure that staff made better use of information about pupils’ achievement when marking pupils’ work and planning activities. I found that teachers adhere to the school’s policy when they check pupils’ work and that pupils receive the advice they need to improve their work. During my brief visits to lessons, I found that most teachers usually plan activities that are well matched to the needs of pupils of different abilities. Senior leaders have correctly recognised that further work is required to help the youngest pupils in key stage 1 to reach even higher standards. You acknowledge that the way in which you and the assistant headteachers collate information about pupils’ achievement is cumbersome. Senior leaders are planning to change the way in which information about individual pupils and different groups of pupils is collected and analysed. The school website contains a range of useful information. However, this information is not always easy for parents to locate. Safeguarding is effective. The pupils I spoke with confirm that they feel safe at school. Pupils have a good understanding of how to stay safe and whom they can talk to if they have any concerns. The school has appropriate measures in place to ensure that pupils can use the internet safely. Pupils told me that as an extra measure, they can use the ‘Hector the dolphin’ alert on the school’s computers to let an adult know if unsuitable content was ever to pop up while using internet search engines. In the playground, pupils use a range of equipment safely and are considerate of others while running around during team games. The adults in the playground and the pupil play leaders encourage pupils to cooperate. This positive interaction leads to a playground that is calm and harmonious. The leadership team has ensured that all safeguarding arrangements are fit for purpose and records are detailed and of high quality. Senior leaders keep a close check on pupils’ welfare and work well with external agencies to keep pupils safe. The school’s family support worker plays a particularly strong role in ensuring that any pupil identified as potentially at risk receives immediate support. Inspection findings You and the assistant headteachers have an accurate understanding of the school’s strengths and where further improvements are required. Staff and governors share your vision for the school. Through their daily practice, staff make every effort to meet the differing learning needs of the pupils and to make learning experiences enjoyable. This helps pupils, including those in the speech and language resource base, to make good progress over time. The members of the governing body use their expertise well to provide school leaders with valuable support and guidance. Through regular meetings and visits to the school they keep themselves well informed about the school’s work. However, the information they receive about pupils’ achievement is not concisely presented. This prevents them from checking the impact of school leaders’ actions on different groups of pupils in the school. Last year, the school experienced some significant changes with staffing. This had a detrimental impact on some pupils in the school. The provisional results of the 2016 teacher assessments show that the majority of pupils in Year 2 did not reach the standards expected for their age in reading, writing and mathematics.

Matchborough First School Academy Catchment Area Map

This pupil heat map shows where pupils currently attending the school live.

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All attending pupils
National School Census Data 2020
Pupil heat map key

How many pupils attending the school live in the area?


The concentration of pupils shows likelihood of admission based on distance criteria

01905 822700

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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