Montalbo Nursery & Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
200
AGES
3 - 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, ONS
03000 265896

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?

Outstanding
NATIONAL AVG. 2.09
Ofsted Inspection
(11/01/2023)
Full Report - All Reports
90%
NATIONAL AVG. 60%
% 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 9% of schools in England) Below Average (About 9% of schools in England) Average (About 67% of schools in England) Above Average (About 6% of schools in England) Well Above Average (About 9% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 9% of schools in England) Average (About 67% of schools in England) Above Average (About 6% of schools in England) Well Above Average (About 8% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 11% of schools in England) Average (About 59% of schools in England) Above Average (About 11% of schools in England) Well Above Average (About 9% of schools in England)
Fairfield Road
Barnard Castle
DL12 8TN
01833637718

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. Based on the evidence gathered during this short inspection, I am of the opinion that the school has demonstrated strong practice and marked improvement in specific areas. This may indicate that the school has improved significantly overall. Therefore, I am recommending that the school’s next inspection be a section 5 inspection. You have accelerated the pace of improvement since the last inspection. You have worked with your team to develop their expertise through effective training and coaching and maintained a sustained focus on the quality of teaching. You have also developed a highly stimulating curriculum, where pupils access a rich store of knowledge and skills, enhanced by a wide range of additional experiences. As a result of this work, the school provides an inspiring learning environment where pupils make strong and improving progress. Your team have responded purposefully to the challenges and opportunities of the national curriculum. In 2018, the proportion of pupils reaching and exceeding expected standards at key stage 2 in reading, writing and mathematics was well above that seen nationally. Pupils made good progress at key stage 1, with outcomes in early years also showing a strong trajectory of improvement. This success has not come at the expense of pupils’ achievements in the wider curriculum. There is evidence that pupils acquire considerable subject knowledge in subjects such as science and history. Pupils’ workbooks show that these high standards of achievement across year groups and subjects are continuing for current pupils. You have expanded your leadership team and given middle leaders increasing responsibility for curriculum development. They have a stronger role in developing new initiatives and checking the effects of change. You recognise that a number of colleagues are new to aspects of subject leadership. You also correctly identify that your recent move from mixed to single year classes has placed additional demands on curriculum planning. You have therefore ensured that colleagues benefit from regular access to training and partnership work. This helps them to maintain awareness of curriculum developments. You have established a community of teachers who are keen to share good practice and embrace new initiatives. It was refreshing to talk to those teachers newer to the profession. Their enthusiasm for teaching has been reaffirmed by the high-quality professional development and support that they have received over the past year. The development of your team has been underpinned by strong systems to check pupils’ progress and the quality of teaching. You welcome external scrutiny from the local authority to objectively check the quality of education, the accuracy of assessment and pupils’ welfare. Leaders closely monitor the effect of support on the progress of pupils who have special educational needs and/or disabilities (SEND). In addition, the expertise of teachers and teaching assistants has been developed so that they can meet the needs of pupils with SEND more effectively. You use pupil premium funding effectively to deliver additional support for disadvantaged pupils and to provide access to trips and visits that build their self-esteem. This combination of enhanced leadership, stronger monitoring systems and consistently high-quality teaching provides significant capacity for further improvement. Your team has convincingly addressed areas for improvement identified in the last inspection, as reflected in higher standards of handwriting and the guidance pupils receive on how to improve their work. You have developed a distinctive emphasis on the wider curriculum. You have created a range of links with local businesses, charities and educational institutions to enhance pupils’ engagement with the wider community. Pupils develop their selfconfidence and communication skills through regular engagement with parents, local businesses, politicians and universities. Your curriculum has a focus upon the history and continuing development of the local area. This thread weaves its way through many subjects and activities. These activities are part of a wider commitment to promoting pupils’ spiritual, moral, social and cultural development. Pupils show a respect for others and respect the right to be different. However, some of your work to raise awareness of equalities is not as clearly mapped out as other work. Your staff, at all levels, develop extremely positive relationships with pupils. Pupils are keen and attentive listeners who demonstrate a tangible enthusiasm for learning. Pupils behave very well and work effectively alongside one another and are keen to discuss their learning and articulate their views in class. Pupils value their education, and this is reflected in their high rates of attendance.

Montalbo Nursery & Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>92, "agree"=>8, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 63 responses up to 15-01-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>97, "agree"=>3, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 63 responses up to 15-01-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>79, "agree"=>19, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 63 responses up to 15-01-2023
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>87, "strongly_agree"=>3, "agree"=>3, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>5} UNLOCK Figures based on 63 responses up to 15-01-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>57, "agree"=>32, "disagree"=>11, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 63 responses up to 15-01-2023
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>43, "strongly_agree"=>43, "agree"=>13, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 63 responses up to 15-01-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>100, "agree"=>0, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 10 responses up to 15-01-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>68, "agree"=>27, "disagree"=>0, "strongly_disagree"=>2, "dont_know"=>3} UNLOCK Figures based on 63 responses up to 15-01-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>89, "agree"=>8, "disagree"=>3, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 63 responses up to 15-01-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>67, "agree"=>29, "disagree"=>5, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 63 responses up to 15-01-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>79, "agree"=>21, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 63 responses up to 15-01-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>75, "agree"=>22, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>2} UNLOCK Figures based on 63 responses up to 15-01-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>73, "agree"=>27, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 63 responses up to 15-01-2023
Yes No {"yes"=>98, "no"=>2} UNLOCK Figures based on 63 responses up to 15-01-2023

Responses taken from Ofsted Parent View

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