Mugginton CofE Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
51
AGES
4 - 11
GENDER
Mixed
TYPE
Voluntary controlled 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
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?

Good
NATIONAL AVG. 2.09
Ofsted Inspection
(31/01/2023)
Full Report - All Reports
86%
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)
Church Lane
Mugginton
Weston Underwood
Ashbourne
DE6 4PL
01335360261

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. Since your appointment in January 2016, you have ensured that standards in reading, writing and mathematics have remained high. You have set high expectations and there is an ambitious culture for staff and pupils to succeed. Your school action planning is appropriate and concise. There is no doubt as to what is to be done, when and by whom. You have consistent approaches to areas such as planning and the presentation of work in pupils’ workbooks. These ‘agreed essentials’ are known by staff and are evident in the documents and books I scrutinised. You have a strong and dedicated team in place. Staff are open and honest regarding their practice. They are keen to learn from other schools. You are well supported by the experienced and appropriately trained governing body, who hold you to account for your actions. The pupils are polite, confident and very well behaved. They work hard. Their attendance is well above the national average. There were no persistent absentees or pupil exclusions last year. Pupils told me unequivocally that there is no bullying at the school and that other pupils behave well both in lessons and when playing outside at break and lunchtimes. Pupils have a good understanding of equality. One pupil told me ‘It doesn’t matter where somebody comes from or what they look like. We judge people on if they’re kind.’ Pupils welcome the range of educational visits and sporting activities on offer. They spoke enthusiastically regarding recent trips to London, Derby Theatre and the local ploughing match. They particularly enjoy learning outside during ‘Forest Friday’. The ‘Mugginton Mile’ is a weekly run around Mugginton village. It is a popular way of pupils keeping fit and healthy. Pupils unanimously told me they are happy and feel safe. They have a particularly strong knowledge of road safety and e-safety. The school is warm and welcoming. Classrooms are bright and stimulating. Pupils’ work in a wide range of subjects is proudly on display around the school. You and the staff know pupils and families well. As one parent said, ‘There is a real family atmosphere. The older children take time to make younger ones feel welcome and included.’ Many parents share this view. Parents also told me that communication between school and home is very good. We agreed that parents of children in the early years are not yet as involved as they could be with their children’s ongoing assessments. The vast majority of parents responded to the online Parent View questionnaire. Without fail, every parent said they would recommend Mugginton to other parents. Indeed, a number of pupils have joined the school recently, from outside the usual catchment area. In 2017, the proportions of key stage 1 and 2 pupils who achieved the expected standards in reading, writing and mathematics were above national averages. Current assessment information indicates that large numbers of pupils are making good progress. The majority of pupils are working at age-related expectations (with some above) in reading, writing and mathematics. Pupils eligible for pupil premium funding and those pupils who have special educational needs and/or disabilities are supported well and are making good progress. We agreed that a next step for the school would be to increase the proportions of pupils who make better than expected progress, particularly in mathematics. You have a strong system in place for assessing pupils’ progress in reading, writing and mathematics. Frequent meetings with staff ensure that any pupil who is falling behind is identified swiftly. Pupils are therefore quickly given the help they need to catch up. Teachers carefully plan activities to meet the needs of individual pupils. Skilled teaching assistants support pupils’ learning well. They promote pupils’ selfconfidence by allowing some activities to be completed independently. You have received good support from the local authority school improvement adviser. This has ensured that judgements you have made around, for example, the quality of teaching and pupils’ progress are accurate. Safeguarding is effective. You have ensured that all safeguarding arrangements are fit for purpose. Rigorous checks are undertaken on adults before they start working at the school. Staff and governors have received appropriate training in safeguarding. This includes safer recruitment and the ‘Prevent’ duty. This has ensured that a strong safeguarding culture exists within the school. There is a robust system for staff to report concerns they have regarding pupils’ welfare. Records kept by the school show that incidents of poor behaviour are extremely rare. There have been no racist or homophobic incidents. There is a good range of advice for parents regarding keeping children safe online on the school’s website. Inspection findings You have successfully tackled the improvement areas identified at the last inspection. Accurate assessment now leads to pupils being given work that matches their ability. Pupils told me that their work was ‘just about right’ and they enjoyed being challenged. Pupils are now given increased opportunities to use and apply their mathematical skills in real-life problem-solving situations. This is particularly evident when planning stalls and activities for the Christmas bazaar. The most able readers have a good choice of books that challenge and stretch them. Pupils read to me confidently and fluently. They could answer questions about the story and characters and predict what might happen next. Pupils are regularly challenged in mathematics. For example, in the key stage 1 class a pupil started a lesson by successfully halving numbers. They were then quickly moved on to successfully finding one quarter and three quarters of numbers. Some of the most able key stage 1 pupils occasionally attend lessons in the key stage 2 class in order to challenge them further. Children in the early years get off to a strong start. Adults are aware of the importance of using the online assessment tool frequently. This ensures that next steps in children’s learning are planned carefully. The indoor and outdoor environments have improved significantly since the last inspection. Appropriate resources have been purchased and they are readily available for children to access. Children are sustained and engaged in well-planned activities. For example, using the topic of ‘Bonfire Night’ children were enthusiastically moulding fireworks using salt dough. They were also working collaboratively to make a bonfire using wood and tissue paper. A group were successfully ordering numbers to 10 on a number line. There were opportunities for children to practise writing. Adults have received appropriate training in the teaching of phonics. They have benefited from visiting other settings to share good practice. You have ensured that there is a broad and balanced curriculum. Inspection evidence, including an examination of pupils’ workbooks, indicates that progress in art, music and science is particularly strong. You share your excellent knowledge of Japanese in weekly lessons. Pupils told me they enjoy this. Pupils are aware of other faiths and places of worship different to their own. They are prepared well for life in modern Britain. Next steps for the school Leaders and those responsible for governance should ensure that they: increase the proportions of pupils who make better-than-expected progress, particularly in mathematics, by holding teachers and teaching assistants rigorously to account for the achievement of all pupils in their class further improve the partnership with parents in order to enhance children’s achievement in the early years. I am copying this letter to the chair of the governing body, the director of education for the Diocese of Derby, the regional schools commissioner and the director of children’s services for Derbyshire. This letter will be published on the Ofsted website. Yours sincerely Peter Stonier Her Majesty’s Inspector Information about the inspection During the inspection, I held meetings with you, the three teachers, members of the governing body, including the chair, and the school improvement adviser. I visited both classrooms with you and examined a range of pupils’ books. I spoke with pupils informally during lessons and formally during an interview. I observed pupils’ behaviour around the school, at the start of the school day and during lessons. I met with parents at the beginning of the school day. I took into account 35 responses to Parent View, Ofsted’s online survey. There were no responses to the pupil or staff surveys. I examined a range of documents, including safeguarding records, the single central record, the latest achievement information for the school, the school’s self-evaluation and improvement plans, records of meetings of the governing body and information relating to pupils’ attendance and behaviour.

Mugginton CofE Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>75, "agree"=>8, "disagree"=>13, "strongly_disagree"=>3, "dont_know"=>0} UNLOCK Figures based on 61 responses up to 31-01-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>80, "agree"=>3, "disagree"=>11, "strongly_disagree"=>3, "dont_know"=>2} UNLOCK Figures based on 61 responses up to 31-01-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>72, "agree"=>10, "disagree"=>11, "strongly_disagree"=>7, "dont_know"=>0} UNLOCK Figures based on 61 responses up to 31-01-2023
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>72, "strongly_agree"=>10, "agree"=>2, "disagree"=>5, "strongly_disagree"=>8, "dont_know"=>3} UNLOCK Figures based on 61 responses up to 31-01-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>70, "agree"=>26, "disagree"=>2, "strongly_disagree"=>2, "dont_know"=>0} UNLOCK Figures based on 61 responses up to 31-01-2023
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>25, "strongly_agree"=>49, "agree"=>10, "disagree"=>2, "strongly_disagree"=>15, "dont_know"=>0} UNLOCK Figures based on 61 responses up to 31-01-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>57, "agree"=>0, "disagree"=>14, "strongly_disagree"=>29, "dont_know"=>0} UNLOCK Figures based on 14 responses up to 31-01-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>66, "agree"=>16, "disagree"=>10, "strongly_disagree"=>5, "dont_know"=>3} UNLOCK Figures based on 61 responses up to 31-01-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>67, "agree"=>16, "disagree"=>7, "strongly_disagree"=>10, "dont_know"=>0} UNLOCK Figures based on 61 responses up to 31-01-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>69, "agree"=>20, "disagree"=>10, "strongly_disagree"=>2, "dont_know"=>0} UNLOCK Figures based on 61 responses up to 31-01-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>70, "agree"=>15, "disagree"=>10, "strongly_disagree"=>5, "dont_know"=>0} UNLOCK Figures based on 61 responses up to 31-01-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>79, "agree"=>11, "disagree"=>10, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 61 responses up to 31-01-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>72, "agree"=>11, "disagree"=>5, "strongly_disagree"=>11, "dont_know"=>0} UNLOCK Figures based on 61 responses up to 31-01-2023
Yes No {"yes"=>84, "no"=>16} UNLOCK Figures based on 61 responses up to 31-01-2023

Responses taken from Ofsted Parent View

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