Outwoods Edge Primary School
Catchment Area, Reviews and Key Information

Primary
School Guide Rating
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21 Redwood Road
Loughborough
LE11 2LD
01509216177
Pupils
418
Ages
4 - 11
Gender
Mixed
Type
Academy converter
4 1 1 2 3 4
NATIONAL AVG. 2.08
Ofsted Inspection
(30/6/16)
Full Report - All Reports
64%
NATIONAL AVG. 65%
% pupils meeting the expected standard in reading, writing and mathematics
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School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You ensure that Outwoods Edge is an orderly working environment characterised by high standards and an inclusive culture. Pupils make good progress not only in English and mathematics, but also in other subjects across the curriculum. In addition, the caring approach of you and your staff means that pupils thrive and become motivated, thoughtful and creative young people. Your active involvement with the Loughborough Primary Academy Partnership has given you the opportunity to improve the accuracy of your self-evaluation through a series of ongoing, collaborative monitoring, evaluation and review procedures. Scrutinies of pupils’ work, complemented by discussions with pupils and lesson observations, have confirmed your assessment of the school as a good one. This collaborative approach has also provided opportunities for staff, such as those in the early years, to share ideas and spread best practice. You and the governing body have reflected on a wide range of evidence to judge, correctly, that your school is continuing to improve. You are not content to see your staff attend solely to outcomes in reading, writing and mathematics. Because of this, your ambitious strategic plan for continuous development also prioritises other aspects, such as the teaching of computing. You ensure that teachers refine their classroom performance through a robust yet supportive system of appraisal. Challenging targets are agreed with teachers, and you give staff good professional development opportunities to help them improve their practice. Those new to teaching say that they are well supported through an effective mentoring system. As well as further training, you give these teachers the opportunity to visit schools in the partnership to see other examples of best teaching practice for themselves. A very large majority of the staff who responded to Ofsted’s online questionnaire gave very positive views about all aspects of the school and its leadership. They confirm that the school is aspirational for pupils and that they feel well supported in their roles. They also say that you are considerate of their well-being and treat them with respect. Pupils I met during my visit explained to me that they enjoy their lessons because teachers make them interesting, challenging and fun. They explained to me that teachers give those pupils who need to catch up good support that helps them to improve. They also told me how the most able pupils were given particularly challenging work. As well as ensuring that pupils are well taught, your staff ignite pupils’ interests in the wider curriculum. Pupils are excited to find out about a wide range of things. Older pupils told me how, for instance, they had learned about the injustice of apartheid in South Africa, while the members of the coding club were proud to show me how they had built their own computers, installing memory and upgrades, and had designed apps that they had then installed onto their mobile phones. The pupils at Outwoods Edge are extremely well behaved. In lessons, they pay close attention to adults and are very keen to respond to their questions. Their admirable attitudes to learning mean that consistently they do their best. They are also highly industrious, producing a large amount of written, mathematical and artistic work. They concentrate equally well whether working independently, with a partner or in a group. I saw no disengagement in learning during my visit. Away from classrooms, pupils move around the school sensibly and safely, and play and cooperate with each other happily at lunchtime. The school’s behaviour log records that there are very few instances of misbehaviour. The overwhelming majority of the parents who responded to Parent View, Ofsted’s online survey, are highly supportive of all aspects of Outwoods Edge, and 98% of these parents would recommend the school to others. The same proportion believes that the school is well led and managed and that their children are well taught and make good progress. Respondents unanimously said that their children are happy and safe at school, and well looked after. As one parent explained, ‘This is a super school! Every child is treated as an individual and is encouraged to do their very best. Staff always make time to keep parents updated on matters. My child has progressed really well. He comes out smiling each day! He has a super relationship with his teachers and they always listen and give time to him. Amazing – there is no other word for it!’ Published outcomes from previous years show that, though rates of progress have not been consistently significantly above the national average, pupils have nevertheless made good progress over time. They also achieve well. For example, the proportion of pupils who have passed the phonics screening check over the past three years has been above the national average. Last year, pupils in Year 6 left the school particularly well prepared for secondary school, with levels of attainment significantly above those found nationally. However, results at key stage 1 were in line with national averages. During my visit, I looked at an extensive range of pupils’ work from all year groups in the school. This shows that pupils are continuing to make good progress in their work, and are attaining well. Staff are currently using a new system to record pupils’ outcomes. However, you recognise that the conclusions it produces do not reflect their progress accurately. As a result, you and governors are not able to use these results to evaluate precisely any variations in pupils’ performance. Safeguarding is effective. You ensure that your staff take great care to ensure the protection of pupils against harm. Staff are well trained in understanding the different types of abuse, including areas of current national concern, such as extremism. Those I met during my visit could tell me confidently of the many different warning signs that could indicate a pupil is being harmed. They also told me about the school’s procedure for reporting any concerns. Staff are vigilant for any changes in a pupils’ behaviour or appearance and they know that it is their duty to let you or your deputy know without delay if they see these changes. The safeguarding policy, which can be found on the school’s website and in the staffroom, is fit for purpose. The school’s single central register, which records the pre-recruitment checks made on all staff, meets requirements, and you keep good records of any support given to vulnerable pupils. My study of a selection of these shows that you are unafraid to make referrals to external agencies, including social care, when needed. You work well with these agencies to support pupils and to minimise the risk of further harm. The pupils I met explained how they feel safe in your school. They say that both bullying and name-calling are very rare and, if they do occur, adults take prompt and effective action. They say that they can ask any member of staff to help them if they are worried about anything. Staff help pupils to understand the range of risks they may face, such as those posed by strangers, roads, trains and the internet. Pupils explained to me why it is important never to give your personal details to someone online. Pupils in Year 6 are also taught about the dangers of smoking and drugs. Inspection findings  You and the governors are ambitious for the school to continue its trajectory of improvement, and have a clear and accurate view of its strengths. The minutes of meetings of the governing body show that governors hold you to account effectively. The governors I met during my visit explained to me how they assure themselves that pupils are making good progress by examining pupils’ work with you at meetings of the full governing body. They ensure that the school site is safe for pupils by conducting regular health and safety reviews. They also see that risk assessments are quality assured to ensure that they are effective.

Outwoods Edge Primary School Catchment Area Map

This pupil heat map shows where pupils currently attending the school live.

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Source:
All attending pupils
National School Census Data 2020
ONS
Pupil heat map key

How many pupils attending the school live in the area?

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The concentration of pupils shows likelihood of admission based on distance criteria

0116 3056684

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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