Melbourne Junior School
Catchment Area, Reviews and Key Information

Primary
PUPILS
262
AGES
7 - 11
GENDER
Mixed
TYPE
Community 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
01629 537499

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
(10/1/19)
Full Report - All Reports
69%
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

Packhorse Road
Melbourne
Derby
DE73 8JE
01332862344

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. Your leadership of Melbourne Junior School has established a positive and aspirational culture, founded on the school’s motto that ‘Only the best is good enough’. Staff have high expectations of what pupils can achieve, and pupils consistently meet these expectations. By the time they leave, pupils are well prepared for their secondary schools. Standards at the end of Year 6 are consistently above average in reading, writing and mathematics. Parents are proud of their village school. They say that it very successfully meets its aim of being ‘a friendly, welcoming school where everyone is valued and appreciated’. You place a high emphasis on training and staff development. You have established helpful partnerships with other local schools so that teachers can share and learn from best practice. These partnerships are directly improving the quality of teaching and learning. In lessons, pupils show good attitudes to learning. Lessons are free from interruptions caused by disruptive behaviour. Pupils are proud to share their work. They talk confidently about what they are learning. Improvements since the previous inspection include: the positive impact of leadership at all levels on improving teaching and learning a revised approach to teaching reading that has raised pupils’ reading skills and their enjoyment of reading better provision in areas such as art, music and sport more effective support for pupils who experience social or emotional difficulties. Governors play an important role in sustaining the school’s successes. They have a wide range of skills that help them fulfil their responsibilities. They visit the school regularly to ensure that they have an accurate understanding of its performance. They take great care when recruiting new staff to ensure that Melbourne continues to have a junior school it can be proud of. Pupils appreciate the many sports and other physical activities that the curriculum provides. They are proud of the school’s successes in sporting competitions, including table tennis, cross-country and orienteering. The quality of the pupils’ artwork displayed around the school is impressive. Developing musical talents is also a priority. All Year 4 pupils learn to play a musical instrument. The playing of the school orchestra and the standard of singing in assembly are both very impressive. Visits to the school by musicians and artists offer pupils the opportunity to develop an interest in and love of the arts. Senior leaders also ensure that pupils learn about a range of cultures and faiths. For example, the curriculum includes visits to the National Holocaust Memorial Centre, a mosque and a gurdwara. You have an accurate view of the school’s strengths and weaknesses and are determined that the quality of education will continue to improve. Visits to lessons and work in pupils’ books highlighted three areas where the quality of teaching should be improved. Pupils’ writing books show that the lower-attaining pupils can struggle to craft effective and correctly punctuated sentences. This limits their ability to successfully complete the written tasks that they are set. In mathematics lessons, teachers do not always spot when pupils have not grasped the concept being taught. This means that they are not intervening promptly and providing necessary support. A final next step is to ensure that time is used efficiently in mathematics lessons and that there is plenty of challenge for the most able pupils. Safeguarding is effective. The arrangements for safeguarding pupils are fit for purpose. Staff are alert to signs that pupils may be at risk of harm. They know the procedures to follow if they have a concern or if a pupil discloses something to them. You, as designated safeguarding lead, have effective links with local agencies so that vulnerable pupils receive prompt support. You keep thorough records of all safeguarding concerns and store confidential information securely. Staff and parents judge that pupils are looked after well. Pupils have great respect for the adults who work in the school. They readily seek help if there are things at school or at home that worry them. Each afternoon, sessions are led by a member of staff who is skilled in helping pupils manage their feelings and overcome their anxieties. These sessions have a positive impact on pupils’ academic progress as well as their emotional well-being. Inspection findings The teaching of reading is a strength of the school. In both 2017 and 2018, almost half of the Year 6 pupils attained the highest standard in the national reading assessments. Factors contributing to this above-average attainment include: a well-stocked school library with over 8000 books high-quality professional development of the teaching of reading daily reading of whole-class books that pupils love the success teachers have in encouraging pupils to read a wide range of books. The subject leader’s enthusiasm for reading has driven the improvements in this area since the previous inspection. She describes the changes in practice as a ‘reading revolution’. Underpinning the renewed enthusiasm for reading are lists for each year group of recommended books. Staff and pupils alike enjoy reading their way through the lists. Developing pupils’ reasoning skills was identified as an area for improvement in the previous inspection report. Progress towards meeting this goal has until recently been patchy. In 2017, pupils’ progress in mathematics was below the national average. Senior leaders recognised that teaching was not ensuring that pupils were gaining a deep understanding of mathematical concepts. They sought external support to address this weakness. Staff visited schools where progress in mathematics was strong and a mathematics consultant led training in school. Mathematics teaching is more effective now at developing the pupils’ reasoning skills. Pupils’ workbooks show that they regularly apply their mathematical knowledge to solve problems and explore lines of enquiry. In lessons, pupils are asked to explain and justify their ideas. Pupils’ progress in 2018 was in line with the national average. In recent years, boys have made less progress than girls in reading and writing. Drawing on external expertise, staff have identified why some boys struggle in these areas. To overcome these barriers to better progress, teachers have made adjustments to how they teach reading and writing. In addition, senior leaders have acted to ensure that boys are as fully involved in the daily life of the school as girls, for example as school councillors and as members of the school choir and orchestra. Boys spoken to during the inspection were very positive about school. They are reading more frequently and their progress in reading at the end of Year 6 in 2018 was stronger than in the past. Progress in writing has also improved. Boys are responding well to the increased opportunities to write on topics that fire their imaginations and match their interests. Pupils enjoy a stimulating and interesting curriculum. As they move through the school, they gain knowledge and skills associated with the various subject areas through carefully planned topics. Their workbooks show how learning in subjects such as history and geography is sequenced so that, year on year, pupils consolidate their earlier learning at the same time as they study new topic areas. In all subjects, teachers’ expectations are high. For example, the pupils’ art and design portfolios show that pupils are skilled and imaginative artists who can express their creativity through a wide range of materials.

Melbourne Junior School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree 68% Agree 29% Disagree 1% Strongly Disagree 1% Don't Know 0% {"strongly_agree"=>68, "agree"=>29, "disagree"=>1, "strongly_disagree"=>1, "dont_know"=>0} Figures based on 92 responses up to 10-01-2019
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Figures based on 92 responses up to 10-01-2019

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Figures based on 92 responses up to 10-01-2019

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Figures based on 92 responses up to 10-01-2019

unlock

Figures based on 92 responses up to 10-01-2019

unlock

Figures based on 92 responses up to 10-01-2019

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Figures based on 92 responses up to 10-01-2019

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Figures based on 92 responses up to 10-01-2019

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Figures based on 92 responses up to 10-01-2019

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Figures based on 92 responses up to 10-01-2019

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Figures based on 92 responses up to 10-01-2019

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Figures based on 92 responses up to 10-01-2019

Responses taken from Ofsted Parent View

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