Over Primary School
Catchment Area, Reviews and Key Information

Primary
School Guide Rating
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Long Furlong
Over
Cambridge
CB24 5PG
01954273332
Pupils
229
Ages
4 - 11
Gender
Mixed
Type
Community school
4 1 1 2 3 4
NATIONAL AVG. 2.08
Ofsted Inspection
(6/6/17)
Full Report - All Reports
70%
NATIONAL AVG. 65%
% pupils meeting the expected standard in reading, writing and mathematics
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School Description

Despite some fluctuation in standards over time, the leadership team has maintained the good quality of education in the school since the last inspection. In 2016, the results for Year 6 pupils at the end of key stage 2 were below the government’s floor standards. To halt this decline in pupils’ achievements you, your governors and staff have worked diligently to improve the quality of teaching, learning and assessment, and raise pupils’ outcomes across the school. You have been ably supported by local authority advisers and staff from a nearby teaching school. Through appropriate training and the implementation of robust initiatives, you, governors, leaders and teachers have strengthened your leadership roles and responsibilities. You and your governors have an accurate understanding of the school’s strengths and areas for development. Using this information, you have put in place wellfocused plans to bring about rapid improvements this academic year. Rigorous monitoring shows that the new approaches are improving teaching and learning, which is impacting positively on pupils’ progress and attainment across the school. Additionally, you are implementing more robust assessment systems to check carefully the progress of all groups of pupils. Consequently, you, your governors and leadership team now have a secure capacity to improve the school further. The school is a vibrant, happy place where pupils talk positively about their learning. In lessons, pupils are keen to learn, are supportive of each other and respond well to the various challenges they are set. Most pupils take care with the presentation of their work. Pupils show respect towards others and their behaviour around the school is usually good. Your recent review of behavioural management policies and procedures ensures that staff have the skills to deal with any behavioural incidents appropriately. There have been many changes in staff since the last inspection, which have concerned some parents. However, you and your governors have managed these changes effectively. You support recently appointed teachers and those new to their career well through effective induction. A more robust performance management system is now in place which ensures leaders and teachers are more accountable for improving teaching and learning, and the progress pupils make. Teachers and teaching assistants work well together and have high expectations of what pupils can achieve from their starting points. They understand what pupils need to know by the end of each academic year and key stage. You have tackled concerns from the previous inspection well. Leaders and teachers regularly undertake pupil progress meetings to check on pupils’ progress and attainment. This identifies any pupils who are falling behind in their learning, so that targeted support can be implemented to support pupils’ achievements. This is ensuring that all groups of pupils are making good progress from their starting points. Teachers give pupils clear explanations of their tasks, expect work at a good pace and plan effectively for the different ability groups. Parents’ views about the school vary. Most parents support the school and say that their children are happy and well cared for. However, a few parents expressed concerns about the quality of teaching and leadership, the decline in pupils’ achievements and the lack of communication. As you strive to improve the school’s leadership capacity, the quality of teaching and learning and pupils’ outcomes this year, you and governors acknowledge that more needs to be done to form better communication links with parents. The implementation of new teaching approaches, especially in mathematics, are leading to good teaching and learning which is improving pupils’ achievements across the school. Year 2 and Year 6 teacher assessments indicate increases in the proportions of pupils reaching age-related expectations in reading, writing and mathematics. School assessment information also shows that more pupils are reaching the higher standard in reading at the end of both key stages and in mathematics at Year 6. However, you acknowledge that the new strategies need to impact on pupils’ outcomes over time and more pupils need to reach a greater depth in writing. Safeguarding is effective. There is a strong culture of safeguarding within the school. You and your governors have ensured that all safeguarding arrangements are fit for purpose, and records are detailed and of a high quality. All staff and governors receive appropriate training to understand their responsibilities to keep pupils safe.

Over Primary School Catchment Area Map

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

Enter a postcode to see where you live on the map
heatmap example
Source:
All attending pupils
National School Census Data 2020
ONS
Pupil heat map key

How many pupils attending the school live in the area?

Many
Some
Few



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

0345 045 1370

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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