Queniborough Church of England Primary School
Catchment Area, Reviews and Key Information

School Guide Rating

Coppice Lane
4 - 11
Academy converter
4 1 1 2 3 4
Ofsted Inspection
Full Report - All Reports
% 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. Queniborough is a welcoming school. It helps pupils of all abilities and backgrounds to succeed. Pupils achieve well and are well prepared for their secondary schools. You and other leaders make careful checks on the quality of teaching and learning, particularly in reading, writing and mathematics. These give you an accurate view of the school’s strengths and how it can be further improved. You ensure that staff receive high-quality training and support to help them improve their practice. Successes since the previous inspection include: ensuring that pupils’ progress and attainment in reading, writing and mathematics are at least in line with the national averages improving the quality of teaching and learning in science and computing increasing the numbers of pupils, from all groups, who enjoy the wide range of extra-curricular activities establishing links with schools in Ethiopia and Mauritius to increase pupils’ awareness of lives in developing countries. Pupils told me that they enjoy school. They say that Queniborough is a friendly school. During our visits to lessons and the playground, we saw examples of pupils helping and supporting one another. They readily accept that some of their peers require careful support, and sensible adjustments to the curriculum, so that they too can thrive at Queniborough. Pupils appreciate the range of outdoor equipment that they play on at breaktimes. They also value other outdoor areas, such as the Reflection Garden, where they can go if they want some quiet time. Parents and carers who shared their views are mostly very happy with Queniborough. The great majority would recommend the school to others. However, of 63 written comments made by parents, around 20 identified areas where they judge improvements would be helpful. These areas included how leaders respond to parental concerns and the quality of the information they receive about their children’s progress. Improving parental satisfaction with these aspects of school leadership is a next step for the school. When the school was last inspected, leaders were asked to give pupils more opportunities to write across the full range of subjects. There has been some success addressing this issue. Pupils are now regularly applying their writing skills across the curriculum and the quality of written work in their topic books has improved. However, the proportion of pupils who reach greater depth in writing is lower than it is in the other subjects. Increasing the proportion of pupils who attain high standards in writing is a next step for the school. The previous inspection also recommended that subject leaders play a greater part in improving outcomes for pupils. In response, most subject leaders have joined local curriculum groups. In these groups, they share ideas and learn from colleagues in other schools. These meetings have strengthened their leadership skills and their subject knowledge. Most subject leaders do now confidently lead staff development sessions to promote best practice. However, the impact of their leadership on improving teaching and learning is not always clear. Senior leaders and governors evaluating accurately the impact of all subject leaders is another next step. Senior leaders are continuing a review of the school’s curriculum which began in the last school year. The school’s website captures many examples of how the current curriculum is enriched by events such as ‘The Robin Hood Survival Day’ and ‘Victorian Afternoon Tea’. Leaders are determined that the revised curriculum will continue to inspire pupils and be fun. However, there could be greater clarity about the knowledge and skills that pupils gain from their topic work. A further next step for the school is for leaders to determine, for each subject, what pupils are expected to learn and remember from the topics they study. Safeguarding is effective. The arrangements for safeguarding pupils are fit for purpose. Staff receive training and updates on safeguarding throughout the school year. This ensures that staff are alert to any signs that indicate pupils may be at risk of harm. There are effective links with local agencies so that vulnerable pupils receive appropriate support. The designated safeguarding leader is persistent in pressing for this support when she judges that other agencies are not acting promptly to ensure the well-being of children. The school’s work with children on the autistic spectrum is held in high regard locally. Pupils told me that they receive helpful guidance to help them understand the potential risks they may encounter when they are walking or cycling, approached by strangers or using digital technologies. They have great respect for the adults who work in the school. They would readily seek help with any issues at school, or at home, that are upsetting them. Inspection findings Improving pupils’ progress in reading was a priority in the last school year. To meet this aim, teachers: – improved the quality of books in each classroom library to encourage pupils to read more regularly – choose books to read and discuss with pupils that they know their pupils will love – provide 15 minutes each day for pupils to read their own books – check closely how regularly pupils read outside school. The subject leader has worked alongside colleagues to improve their confidence and expertise when teaching reading. Pupils say that reading lessons are fun. Many of them buy their own copies of the books they read in lessons because they enjoy reading them again and again. The unconfirmed information about pupils’ progress and attainment in reading in the 2018 assessments shows that pupils made better progress this year than last, and attained above-average standards. Teaching and learning in mathematics are strengths of the school. Nevertheless, senior leaders are ambitious and wish to raise pupils’ achievement in the subject still further. They have introduced an approach to teaching mathematics which ensures that pupils study each topic in more depth than before. Pupils now spend more time exploring mathematical concepts – rather than moving quickly on to new topics. This is giving pupils a deeper understanding of the concepts they study. My visits to lessons also highlighted how teachers ensure that pupils understand, and use, a wide range of mathematical vocabulary. Teachers insist that pupils use this vocabulary, in full sentences, when they share their ideas in mathematics lessons. The proportion of disadvantaged pupils in the school is well below average. Senior leaders use the funding provided to support this group effectively. They check carefully how well each individual disadvantaged pupil is learning. They consider if factors, such as attendance and behaviour, are holding pupils back. The additional help for disadvantaged pupils includes extra teaching sessions, counselling, speech and language therapy and attendance at breakfast and afterschool clubs. Disadvantaged pupils throughout the school make good progress. The great majority of disadvantaged pupils are now attending regularly.

Queniborough Church of England Primary 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

0116 3056684

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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