Nether Stowey Church of England Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
164
AGES
5 - 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
0845 456 4038

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
(13/03/2023)
Full Report - All Reports
73%
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)
Mill Close
Nether Stowey
Bridgwater
TA5 1NX
01278732508

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You have led your staff team with rigour. Governors have supported a new leadership structure which in turn has strengthened leadership capacity. As a result, leaders at all levels have ensured that any relative dips in the school’s overall performance have been tackled quickly. As a result, teaching is good overall. You have a clear vision for the school. This is shared by your deputy headteacher and other leaders. Together you work on the right aspects for improvement. For example, most recently, leaders have been effective in improving the teaching of mathematics. As a result, pupils can use and apply their mathematical understanding well and solve problems with greater confidence. Consequently, pupils’ progress in mathematics is good. At the previous inspection you were asked to improve teachers’ questioning to develop pupils’ thinking. This is now particularly effective in mathematics and in the early years. You were also asked to plan more opportunities to develop writing and numeracy skills in subjects other than English and mathematics. You quickly implemented the changes set out in the national curriculum 2014. Activities are planned across a broad range of subjects. However, your work to apply English skills across the curriculum is only partially effective because not all teachers insist that pupils write with the same complexity and high quality in their topic work as they do in English lessons. The views of parents are generally positive. Nearly 90% of the parents who responded to the online questionnaire, Parent View, stated that they would recommend the school to others. However, you, along with governors, acknowledge that there is more to do to secure parental satisfaction. A very small minority of parents raised concerns about pupils’ behaviour and the progress their children make. Safeguarding is effective. Leaders have ensured that safeguarding arrangements are fit for purpose. Records are detailed, up to date and carefully maintained. The training that staff and governors receive means that they are well equipped to notice and report concerns. Inspection evidence confirms that staff apply their training to their daily work, report concerns and follow up on the action that designated safeguarding leaders have taken. Designated leaders for safeguarding work closely with external agencies in a timely way to ensure that pupils’ risk of harm is minimised. Leaders do not waver in their decisions to take concerns further when needed. Systems in place to manage pupils who demonstrate challenging behaviour are fit for purpose and staff training is up to date. Governors are vigilant in their assessment of site safety; for example, recent upgrading to the external boundary of the early years outdoor area provides a safe and secure area to learn. Pupils said they feel safe in school. They said that when issues do arise, adults help them sort them out quickly. They know how to keep safe online and are aware of the potential risks of online bullying. Inspection findings A key line of enquiry to ascertain that the school remained good was to establish the effectiveness of the teaching of mathematics in bringing about consistently good pupil outcomes. These were above the national average in 2016. However, the proportion of pupils who exceeded the standards expected for their age was considerably lower. The teaching of mathematics is good. You have provided staff with a comprehensive menu of staff training and support and used external support through mathematics network meetings well to upgrade teachers’ knowledge and skills in the teaching of mathematics. There are regular opportunities for pupils to use and apply their mathematical skills. Pupils are encouraged to think hard and deepen their understanding. They solve problems and reason well. Pupils say that their mathematics lessons are more challenging now than previously. As a result, a greater proportion of pupils is working at the higher standard in mathematics. My second line of enquiry was to examine the impact of leaders’ actions to improve pupils’ attendance, particularly for pupils who have special educational needs and/or disabilities and for pupils known to be eligible for free school meals. Whole-school attendance has improved this year and is in line with the national average, including for disadvantaged pupils. The attendance of the most vulnerable pupils and those who have special educational needs and/or disabilities is checked rigorously. However, a few of these pupils do not attend well enough. Governors recognise that there is more to do in this aspect. Another area I looked at was the effectiveness of leaders’ actions to ensure that all groups of pupils are making consistently good progress in their writing. This is because a smaller-than-average proportion of low-attaining boys met the standards expected for their age in writing at the end of Year 2. In addition, no pupils exceeded these standards at the end of key stage 1. I also looked at how effectively the most able pupils are challenged across the school. Overall, the teaching of writing across the school is good. Most pupils make good progress and can apply their writing skills well. However, the writing seen in other subject areas shows that teachers do not consistently expect pupils to apply the full range of skills they are taught in English lessons. The teaching of phonics is good. As a result, outcomes have improved consistently over a number of years. Most pupils apply their knowledge and understanding of phonics to their writing. As a result, spelling is increasingly accurate. Pupils who were previously low-attaining in Year 3 receive precise teaching that is closely matched to their needs. Consequently, these pupils write with better stamina and precision. They use ambitious word choices to add detail and spell with increasing accuracy. As a result, these pupils are catching up quickly towards the standards that are expected for their age. Staff training and regular moderation of writing outcomes has improved teachers’ subject knowledge about the skills pupils need to write at the highest standards. However, there is room to improve the most able pupils’ writing even further. In a few classes, the most able pupils do not receive challenging work quickly enough. In such cases, pupils’ concentration falters and their learning slows. Leaders’ checks on pupils’ progress do not take into account pupils’ prior attainment. Hence, the variability of the progress of a few middle-attaining pupils and the most able pupils is not readily identified or acted on as swiftly as it could be. Children in Reception make strong progress in their writing development. Most children can write in sentences and many can expand their ideas well. The most able children make good and often rapid progress in writing.

Nether Stowey Church of England Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>75, "agree"=>21, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>2} UNLOCK Figures based on 56 responses up to 13-03-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>82, "agree"=>16, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>2} UNLOCK Figures based on 56 responses up to 13-03-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>68, "agree"=>30, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>2} UNLOCK Figures based on 56 responses up to 13-03-2023
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>70, "strongly_agree"=>13, "agree"=>9, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>7} UNLOCK Figures based on 56 responses up to 13-03-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>77, "agree"=>21, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 56 responses up to 13-03-2023
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>38, "strongly_agree"=>50, "agree"=>9, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>2} UNLOCK Figures based on 56 responses up to 13-03-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>87, "agree"=>7, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>7} UNLOCK Figures based on 15 responses up to 13-03-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>52, "agree"=>38, "disagree"=>5, "strongly_disagree"=>0, "dont_know"=>5} UNLOCK Figures based on 56 responses up to 13-03-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>66, "agree"=>29, "disagree"=>4, "strongly_disagree"=>0, "dont_know"=>2} UNLOCK Figures based on 56 responses up to 13-03-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>61, "agree"=>30, "disagree"=>7, "strongly_disagree"=>0, "dont_know"=>2} UNLOCK Figures based on 56 responses up to 13-03-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>70, "agree"=>29, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>2} UNLOCK Figures based on 56 responses up to 13-03-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>70, "agree"=>27, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>4} UNLOCK Figures based on 56 responses up to 13-03-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>59, "agree"=>38, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>4} UNLOCK Figures based on 56 responses up to 13-03-2023
Yes No {"yes"=>100, "no"=>0} UNLOCK Figures based on 56 responses up to 13-03-2023

Responses taken from Ofsted Parent View

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