Paulton Infant School
Catchment Area, Reviews and Key Information

Primary
School Guide Rating
Not Rated


Plumptre Close
Paulton
Bristol
BS39 7QY
01761412354
Pupils
226
Ages
5 - 7
Gender
Mixed
Type
Academy converter
4 1 1 2 3 4
NATIONAL AVG. 2.08
Ofsted Inspection
(16/6/16)
Full Report - All Reports
97%
NATIONAL AVG. 92%
Happiness Rating
20.1:1
NATIONAL AVG. 20.7:1
Pupil/Teacher ratio
7.3%
NATIONAL AVG. 8.2%
Persistent Absence
3.4%
NATIONAL AVG. 21.2%
Pupils first language
not English
15%
NATIONAL AVG. 16.8%
Free school meals
27.5%
NATIONAL AVG. 12.6%
Pupils with SEN support

This school is now an academy. If no data is available for the new academy,
we link to the last available data set as this type of academy is treated as a continuing school

School Description

You and other leaders and managers accurately judge the school to be providing a good-quality education. Since your arrival in January 2015, it is evident that you have steadily driven school improvement and tackled weaknesses in teaching and learning. You admit that this has led to a high staff turnover but you and your governors are confident that the school is now in the right place to continue to improve. At the time of the last inspection, the school was asked to make sure that children in Reception made the progress they were capable of. Since then, a new year group leader has made substantial improvements to the early years environment and this has accelerated the progress that children make. They confidently access a wide range of interesting resources which stimulate their thinking, develop their key skills and support learning. You and your teaching staff identified the need to develop the children’s personal, social and emotional development. By making effective use of the outdoor learning areas to support the children’s learning and develop their confidence, you and your team have made a significant impact on their improving skills. The last inspection highlighted the need for teaching staff to play a more active part in collecting information on pupils’ progress and use it to inform their practice. You have ensured that teaching staff take responsibility for pupils’ progress information. You have helped them develop an accurate understanding of the progress their pupils are making and how to compare it with the expected levels for the age year group they teach. Regular reviews of the progress made by individual pupils help teaching staff tailor their teaching to ensure that specific needs are met. Those who require extra challenge or help are supported by teaching assistants. This has had a strong impact on accelerating the progress that children in Reception and Year 1 make. However, as a result of poor teaching in the past, the gap in the current Year 2 cohort between those pupils who are disadvantaged and those who are not remains significant. You have established a leadership structure with clear lines of accountability. Year group leaders take responsibility for their teams and play an effective role in the strategic leadership and management of the school. Through their regular sampling of books and learning walks around the school, they check for consistency in teaching and learning. The deputy headteacher and year group leaders support members of their team in ensuring that all classrooms are stimulating and encourage pupils to systematically develop key skills. Nevertheless, there still remains an inconsistency in the way that the agreed marking policy is used. This is because not all teachers make meaningful comments which are understood by pupils. The special educational needs leader has a firm handle on the provision for pupils who have special educational needs or disability, ensuring that they are well supported both in small groups and during class sessions. Improved links with the neighbouring junior school and specialist advice from the local special school have enabled best practice to be shared. A consistent approach to planning for specific and specialist needs across the school has led to improved planning for pupils who have special educational needs or disability. Group and individual sessions are targeted well to ensure that the pupils receive the best possible support. Safeguarding is effective. You and your team have created a strong culture of safeguarding within the school. You all get to know the families of children who attend Paulton Infant School very well and a close eye is kept on every pupil, especially any whose circumstances make them vulnerable. All safeguarding arrangements are fit for purpose and records are detailed. Policies and procedures are kept up to date and strictly adhered to. All staff are well trained and any concerns are always immediately followed up by you or your deputy headteacher in your roles as designated child protection officers. You have built up close professional relationships with external agencies, such as social services, and staff make good use of specialist help and advice. You and your governors understand how to recruit safely and staff are carefully vetted prior to employment. Governors are focused on ensuring that the school building is a safe place to be, and regularly carry out rigorous health and safety checks. You do have some incidents of challenging behaviour but these are carefully logged, followed through and checked to make sure that there are no emerging patterns of concern. Since you took up your appointment, antisocial incidents have steadily declined and pupils’ anxieties have diminished. Teaching staff appreciate the additional training they have received to handle pupils with extreme behaviours.

Paulton Infant 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

01225 394312

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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