Over Kellet Wilson's Endowed Church of England Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
122
AGES
4 - 11
GENDER
Mixed
TYPE
Voluntary aided 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
0300 123 6707

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
(24/01/2023)
Full Report - All Reports
50%
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)
School Lane
Over Kellet
Carnforth
LA6 1BN
01524732097

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. All groups of pupils, including disadvantaged pupils and pupils who have special educational needs and/or disabilities, make good progress in reading, writing and mathematics. By the time they reach the end of Year 6, pupils are well prepared for the next stage in their education. Children receive a good start to their learning in the Reception class. You have made improvements to the learning environment and make the best possible use of all the available areas. Both indoors and outdoors, children experience interesting and exciting provision that stimulates them to explore new thoughts and ideas through imaginative play. For example, I observed children playing happily in the mountain-rescue helicopter set up in the role-play area and watched them plan a rescue attempt for another group of children who were stranded mountaineers. Adults use skilful questioning to encourage children to extend their thinking. Children are continually encouraged to write or draw pictures of their experiences. Consequently, approximately two thirds of them have reached beyond national expectations in writing this year. There is a real family atmosphere in the school and a sense that it is very much at the heart of the local community. Parents appreciate how well you and all your staff care for their children. They typically comment on your own welcoming approach and on the way other staff are always willing to listen, respond positively to any concerns and give help where needed. The teaching of phonics is particularly strong and 100% of pupils reached the required standard in the Year 1 phonics check in 2017 for the fifth consecutive year. This gives pupils a firm foundation to become fluent readers at the earliest possible stage. Reading continues to be a strength of the school because you have successfully tackled the dip in reading outcomes seen in the 2016 end-of-key-stage2 test. Over the past year, you have improved teachers’ skills in developing pupils’ comprehension and understanding. During the inspection, I spoke to a range of pupils from Years 3 to 6 who told me that they frequently read for pleasure at home as well as in the daily sessions in school. They enjoy selecting from the wider range of fiction texts you have provided in the library, but do not always have access to a similar range of non-fiction texts to support their topic work. Leaders have designed a curriculum that builds on the resources and harnesses the rich cultural heritage of the surrounding areas. This year, for example, you have developed whole-school topics around Lancashire life – with a focus on the Tudor influence – and the Lake District. You enrich pupils’ learning with a wide range of visits, for example to Wordsworth’s house in Cockermouth. Equally, you invite visitors into the school to extend pupils’ personal and social development. Recently, you participated in a Global Learning Week. Pupils had the opportunity to meet a refugee, who gave them a first-hand perspective on how it feels to live in fear and have to flee from one’s country and the chance to reflect on how this contrasts with their own lives in Britain. Leaders ensure that there is coverage of the national curriculum, but pupils’ progress is not always consistently good across all subjects. Topic work engages pupils’ interests well but does not always support them in systematically building on their skills, knowledge and understanding in subjects such as history, geography and science as they move through the school. Safeguarding is effective. Leaders and governors take safeguarding very seriously and ensure that all staff and visitors to the school are aware of policies and procedures to keep pupils safe. Recent training on e-safety gave governors the opportunity to check the security of the school’s internet filtering system, and staff teach pupils how to keep themselves safe online. Pupils care for one another well. Reception children have an older ‘buddy’ to look out for them and help them settle in to school. Pupils understand that bullying of any kind is unacceptable, including racist or homophobic bullying, and you constantly reinforce this message in worship and through the values you promote in the wider life of the school. I spoke to groups of pupils from key stage 2 during their rounders tournament. They told me that bullying is extremely rare and that they are confident staff will always deal with any issues quickly and effectively. Pupils report that they feel safe and almost all parents agree.

Over Kellet Wilson's Endowed Church of England Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>71, "agree"=>29, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 49 responses up to 23-01-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>88, "agree"=>10, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 49 responses up to 23-01-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>67, "agree"=>33, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 49 responses up to 23-01-2023
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>78, "strongly_agree"=>8, "agree"=>8, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>6} UNLOCK Figures based on 49 responses up to 23-01-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>55, "agree"=>35, "disagree"=>6, "strongly_disagree"=>0, "dont_know"=>4} UNLOCK Figures based on 49 responses up to 23-01-2023
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>29, "strongly_agree"=>47, "agree"=>22, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 49 responses up to 23-01-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>40, "agree"=>60, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 10 responses up to 23-01-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>49, "agree"=>37, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>12} UNLOCK Figures based on 49 responses up to 23-01-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>63, "agree"=>33, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>2} UNLOCK Figures based on 49 responses up to 23-01-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>47, "agree"=>51, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>2} UNLOCK Figures based on 49 responses up to 23-01-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>63, "agree"=>37, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 49 responses up to 23-01-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>49, "agree"=>31, "disagree"=>16, "strongly_disagree"=>2, "dont_know"=>2} UNLOCK Figures based on 49 responses up to 23-01-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>45, "agree"=>49, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>4} UNLOCK Figures based on 49 responses up to 23-01-2023
Yes No {"yes"=>98, "no"=>2} UNLOCK Figures based on 49 responses up to 23-01-2023

Responses taken from Ofsted Parent View

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