Over Hall Community School
Catchment Area, Reviews and Key Information

School Guide Rating

Ludlow Close
4 - 11
Academy converter
4 1 1 2 3 4
Ofsted Inspection
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% 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. In your short time in post, you and your relatively new team have maintained the stability of the school and ensured that there is continuity in the progress being made. There is a clear determination and commitment to continue to improve the school. School leaders, governors and trustees recognise the strengths of the school and know exactly which aspects require further attention if improvement is to be sustained. The school is functioning as a well-managed and safe community in which the pupils are well cared for. The parents I spoke to, and most of those who commented online, were very positive about the work of the school. They understood the challenging environment that staff are often working in and are very appreciative of their efforts. There is a great deal of importance placed on the emotional well-being of the pupils. As one parent remarked: ‘Both my children have behaviour problems and struggled in their previous school. Since coming here, their behaviour is much better managed and they are able to participate much more in lessons’. Another commented that: ‘There are some troubled children who cause disturbances […] I think the school is very good at handling these situations’. You are constantly looking at ways in which you can improve the help and support that the school provides for the children in its care, especially for the small number of disturbed youngsters who require very sensitive handling. Some innovative approaches are being considered. Following much debate, and with the agreement of the governors and trustees, you purchased a young dog, Noah, who is currently being trained to provide therapeutic respite and help to control outbursts of aggressive or violent behaviour. Pupils whom I talked to were unanimous in their opinion that the school was improving and they felt that many aspects were better than they were a few years ago. Behaviour has improved and there is less disruption in lessons and around the school. There is clear evidence to show that the school has addressed the weaknesses identified at the time of the previous inspection, before the school converted to become an academy. Year-on-year improvement has seen standards rise by the time pupils leave school in Year 6, especially in reading and mathematics. Attainment at the end of key stage 1 has also improved, but you recognise that this still needs to be better. You recognise that this can be achieved by improving the quality of teaching as well as by making more effective use of assessment information to identify those pupils in danger of falling behind and supporting them through interventions. Your approach to improve pupils’ punctuality and to promote more regular attendance has resulted in some improvement. There are good reward systems in place for attendance. These include gold bars, badges, silver stickers and ‘dojos’ (online class messaging). There is currently a great deal of competition between individuals and classes, which has resulted in a rise in attendance. However, poorer attendance from a number of hard-to-reach families means that it remains below the national average. Staff morale is high, as evidenced by the returns from the staff questionnaire. You have engendered a positive atmosphere of teamwork and mutual support between teachers and support staff and you are developing very positive relationships with most parents. This was summarised very succinctly by one member of staff who wrote: ‘The school has a lovely, calm, caring environment and supports all parents and pupils, some with very challenging family lives, and tries to promote good family values. I believe all staff, pupils and parents are listened to and supported’. The school environment is clean, bright and welcoming. Displays are vibrant and reinforce the messages at the heart of the school, which promote well-being. Words such as respect, safety, ownership, trust, enjoyment and achievement are displayed; they constantly reinforce the philosophy of the school and your drive to raise aspirations. Safeguarding is effective. The overwhelming majority of parents are very positive about the way the school safeguards their children and would recommend the school to other parents. As one parent wrote, ‘It is very reassuring to know that my daughter is safe, happy and well looked after at Over Hall’. The school holds very comprehensive records of the vulnerable and at-risk pupils and works closely with a range of external agencies to ensure that these children receive all the help and support they may require. Teachers regularly raise any concerns they have with the designated safeguarding person and these concerns are meticulously followed up. The school is doing all it can to keep its pupils safe. Safeguarding checks on governors, staff and any volunteers who work with children are thorough. High-quality training, including training in the Prevent duty to keep pupils safe from exposure to extreme views, is undertaken by staff and governors so that they are up to date on current guidance and are well informed about all types of risk to children. Systems are in place to ensure that new members of staff receive relevant training before they commence their duties. All staff who work with children have completed restraint training to enable them to deal effectively with any violent or aggressive behaviour. Pupils themselves identified that on the occasions when a pupil has gone out of control, the situation is dealt with quickly, sympathetically and with care. Logs of any incidents are detailed and well maintained. Every child whom I spoke to said that they felt safe in school. Pupils have a good understanding of the different types of bullying and they understand how to avoid risks, including online. Inspection findings In the early years Reception class, there has been a year-on-year upward trend of improvement in the number of children who attain a good level of development. Children enter the class from a range of settings and some have had no experience of formal schooling. Many have very poorly developed social, speaking, listening and communication skills. From these low starting points, the majority make good progress. The school’s projection is that there will be a further increase in outcomes this year, with 64% of children expected to reach a good level of development, which would bring the school closer to the national average. Boys generally make less progress than girls, and it was noticeable when we observed this class that some boys avoided activities that developed their writing and lacked the patience to complete tasks. Pupils get off to a good start in developing their reading skills. You and your staff have spent a lot of time and effort in improving the quality of teaching in phonics (letters and the sounds they represent) and this has been supported by relevant training. Pupils are ability grouped in Years 1 and 2 to ensure much more focused and relevant small-group teaching can take place. In addition, staff in key stage 2 have also received training, and during lunchtimes work as ‘phonics buddies’ with small numbers of pupils to ensure that these weaker pupils do not fall behind. Last year, 81% of Year 1 pupils met the expected standard in the phonics screening check. This was above the national average. The projection this year is that there will be a slight drop in outcomes to just below the expected national average. Despite this, the underlying trend is upwards. As a result of these good foundations, pupils’ attainment in reading has improved over the last few years and at the end of key stage 2, standards are above the national average, with the majority of pupils making more than expected progress.

Over Hall Community School Catchment Area Map

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

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All attending pupils
National School Census Data 2020
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How many pupils attending the school live in the area?


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

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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