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:
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.
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.
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.
Parson Cross Church of England Primary School Key Information
The leadership team has maintained the good quality of education in the school since the last inspection. Yours is a school that has seen some turbulence in staffing and leadership in recent years. However, under your leadership the school is now stable, and has capacity to improve further, both strongly and quickly. Since your appointment as headteacher, you have developed a shared vision for the school. You, together with an effective governing body, and ably supported by your new assistant headteachers, have correctly identified the strengths of your school, and the areas which need further development. Everyone is working together to ensure that the education on offer for the pupils in your care is of the highest quality. Pupils at your school are ‘valued and inspired to flourish both academically and personally’, and you are increasingly successful in ‘discovering the little spark of genius in everyone’. You are a compassionate leader with high expectations of your staff and the pupils in your care. You lead by example, having transformed the teaching of mathematics at school. You want to develop the leadership skills of your staff, and they appreciate your inclusive style. Parents and carers see you as approachable and the staff at school as supportive. Parents feel that you listen to any issues they have, and act swiftly to help to improve the situation. A pupil at your school typically feels loved, accepted, happy and part of a ‘big family’. Parents and staff have confidence in your leadership. Staff morale is high, and staff are willing to throw themselves into life at school, as evidenced by the vast majority being dressed-up for World Book Day during the inspection. I enjoyed watching Wally from ‘Where’s Wally?’ and Jemima Puddle Duck leading classroom activities. Both you and the governors have a passion for supporting parents and engaging them in school life. ‘Stay and play’ opportunities are appreciated by parents. Parent workshops, in which teachers explain teaching methods and give examples of how parents can support their children at home, with mathematics or phonics for example, are also effective. Another example is the ‘reado card’, which guides parents about how to help with reading at home. Instead of a bingo card with numbers, there are reading tasks, such as enjoying a poem together at home, or reading a story with exaggerated expression. Teaching and learning at school are characterised by an excellent level of focus on the part of the pupils and positive relationships in classrooms. Specifically, when it is time for pupils to talk to each other about their learning they do so with gusto. Teachers have high expectations of pupils, and seek to develop a sense of independence in learning. Any support is not given liberally, but only when needed. This helps pupils to develop resilience. In a science lesson, one boy was astounded when a magnet attracted a paperclip, and shouted ‘Wow!’ as learning was brought to life for him. This is mirrored throughout the curriculum, where you try to ensure that visits and trips link directly to the topics being studied. Pupils spoke warmly of the visit to the Royal Albert Hall, for example. Other visits, like those to the aquarium and York’s Chocolate Story, clearly link to curriculum topics. You are not complacent, and recognise that there is work still to do. You have been highly effective in improving the teaching of mathematics. You are aware that a lower proportion of pupils reached the higher standards in reading, writing and mathematics in 2017. You are developing the provision for pupils who have special educational needs (SEN) and/or disabilities. Your tracking also tells you which classes or groups are making weaker progress, and you have plans in place to help these groups catch up. The governing body has been robust in supporting school leaders when tackling any teaching that requires improvement. The current profile of teaching is stronger than that at the time of the last inspection. You also now have rigorous processes to check the quality of teaching and the progress pupils are making. This indicates that the school has been effective in addressing the areas for improvement noted in the previous inspection report. Governors are reflective of their own strengths and have plans in place to become even more effective. Safeguarding is effective. The leadership team has ensured that all safeguarding arrangements are fit for purpose. Policies and procedures linked to safeguarding are up to date, and staff training ensures that everyone understands these policies. Processes in place for the appointment of staff are also compliant. There is a tenacity around ensuring that more-vulnerable pupils are supported. This is also the case for any pupils who are regularly absent. You and other leaders use a variety of strategies to support parents when coaxing pupils back into school, and robust investigation is undertaken if ever you are concerned about a pupil’s well-being. Pupils are kind to one another and courteous to their peers and adults. They understand the need to behave well in class and when moving around the building, and were able to explain the ‘behaviour triangle’ in some detail. They said that this system encourages them to behave well, and therefore to stay in the ‘green zone’. They said that they did not want to lose any golden time by moving down into other zones on the triangle. Pupils are confident that if any unkind words were being used, or if anyone was being bullied, adults in school would help sort it out. Pupils have a good understanding of how to stay safe. They told me about how to stay safe on the roads, and how and why to stay safe online. They understand this in some detail, to the point of explaining how to switch to ‘Ghost Mode’ on Snapchat and the impact of this. Staff and parents overwhelmingly state that your school is secure, and careful checks help keep pupils safe. Policies and procedures, together with specific curriculum activities, support a culture of safeguarding at school. Inspection evidence confirms this. You place a high priority on ensuring that pupils stay fit and healthy too. The assistant headteacher used the sports premium, together with other grants, to organise ‘Believe and Achieve’ last year. This initiative encouraged pupils to participate in different sports. The vast majority of pupils were involved. It included opportunities to try ice skating, trampolining and gymnastics, in addition to cookery classes focused on healthy eating. Inspection findings The quality of teaching, learning and assessment in mathematics is strong. When planning lessons, teachers focus on developing pupils’ ability to solve problems and to explain their thinking when grappling with mathematical concepts. You, personally, have taken a lead on developing the quality of mathematics teaching at school. Teachers have accessed a wide range of training to develop their skills. As a result of this focus, the progress that pupils are making in this subject is increasing rapidly. When I looked at exercise books, I could see pupils being pushed to think through ideas and extend their knowledge. You have increased staffing at key stage 2 so that there are more opportunities for teachers and teaching assistants to work with smaller groups of pupils to push them even further. The most able pupils are making greater progress now as a result. Children in Reception also work in smaller ‘focus groups’ to help them improve their understanding of number and shape, for example. You are aware that the proportion of pupils in Year 2 and Year 6 reaching higher standards in national tests was lower than average. Your own self-evaluation documents and school development plans recognise that more pupils need to be ‘ready to fly’ when they reach secondary school. As such, there has been a focus on improving the quality of teaching throughout the school so that all pupils are able to make the best progress possible, and reach the highest of standards. Teachers and teaching assistants attempt to make learning ‘fluid’, as you say.
Parson Cross Church of England Primary School Parent Reviews
2015 GCSE RESULTSImportant information for parents
Due to number of reforms to GSCE reporting introduced by the government in 2014, such as the exclusion of iGCSE examination results, the official school performance data may not accurately report a school’s full results. For more information, please see About and refer to the section, ‘Why does a school show 0% on its GSCE data dial? In many affected cases, the Average Point Score will also display LOW SCORE as points for iGCSEs and resits are not included.
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