Newcastle CofE Primary School
Catchment Area, Reviews and Key Information

5 - 11
Voluntary controlled school
Not Rated

How Does The School Perform?

4 1 1 2 3 4
Ofsted Inspection
Full Report - All Reports
Small Data Set
% pupils meeting the expected standard in reading, writing and mathematics

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Craven Arms

School Description

You and the governors have maintained the good quality of education in the school since the last inspection. Since your appointment in 2014, you have dedicated yourself to ensuring that all pupils in this small school receive a high-quality education. You have built a close-knit and effective team whose members all share your dedication to the school. Your passion and commitment to providing pupils with wide and varied learning experiences in this rural setting should be applauded. Pupils benefit from a rich and varied curriculum, which enables them to become well-rounded individuals who are very well prepared for the next stage of their education by the end of Year 6. You understand the community in which the school is set exceptionally well, and recognise the importance of working closely within the community. Pupils benefit from community support in activities such as the summer fair, but also the community benefits from the participation of pupils in events such as the local carol service and harvest festival. Parents and carers are overwhelmingly supportive of the school. All parents who responded to the Ofsted online questionnaire say they would recommend the school. As one parent said, ‘It is a great little school with a family atmosphere, which manages to teach several year groups as one effectively.’ Pupils value their school immensely. They are extremely proud to be part of the school and say they like being in a small school ‘because you get to know everyone’s personality’. Pupils also demonstrate great maturity. They recognise the benefits of joining the recently formed Blue Hills federation, such as having further opportunities to attend trips, wider sporting opportunities and working with pupils from other schools. At the time of the last inspection, you were asked to ensure that teachers provide appropriate work for the wide range of abilities within the classes, especially for the most able. This has been successfully achieved. Teachers plan carefully to ensure that appropriate challenge is provided for all pupils, whatever their ability. Teachers use what they know about what pupils can do to plan for their next steps in learning. For example, pupils in key stage 2 were given the opportunity to review and share what they know about the solar system, which then enabled the teacher to quickly identify where the learning needs to go next. Teachers use questioning effectively to specifically challenge individual pupils’ thinking and deepen their learning. The teaching skilfully caters for the wide range of abilities within the two classes. High expectations, coupled with positive relationships between staff and pupils, help pupils to develop into confident and independent learners. As a result, all pupils, including the most able, are making good progress across the curriculum. It was also noted at the last inspection that staff had not had the opportunity to visit other schools to observe wider practice so they can further develop their skills. This has now been addressed through joining the Blue Hills federation. The three schools in the federation joined together in September 2017 under one governing body. A shared approach to teaching and learning is being developed, with teachers working across all three schools. Further activities, such as moderating pupils’ work, are also enabling best practice to be shared. However, while the federation is providing many benefits to the school, especially in supporting the leadership capacity, it is still in the early days of development. Consequently, the full impact of the work is yet to be seen. The recently formed governing body has a wide range of skills and expertise. Governors are very knowledgeable about the school’s strengths and areas for development. They have taken a proactive approach to the development of the federation and have galvanised the strong working relationships between the three schools. This is enabling the provision in Newcastle CofE Primary to further improve. Governors say that all staff across the federation are ‘key employees’ and that everyone is ‘working together’. This is clearly evident. Governors are managing the school’s resources well and are committed to ensuring that they continue to be used to the greatest effect. However, they also recognise that managing the school’s resources effectively is a continuing challenge. Safeguarding is effective. Leaders take all possible steps to keep pupils safe. Staff understand the school’s policies and procedures and training is updated regularly. All concerns are noted in a ‘daily diary’, and leaders respond quickly if additional support is needed to keep pupils safe.

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 2020, ONS
0345 678 9008

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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