Randlay Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
351
AGES
3 - 11
GENDER
Mixed
TYPE
Community 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

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
(28/09/2022)
Full Report - All Reports
71%
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)
Randlay
Local Centre
Telford
TF3 2LR
01952386986

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. Since taking over as headteacher in September 2016, you have quickly put your own stamp on the school. You have built on the school’s many existing strengths and addressed its fewer weaknesses with considerable success. For example, outcomes at the end of Year 2 which had been disappointing in 2016 have improved significantly this year. Similarly, results of the Year 1 phonics screening check, which had declined over recent years, have risen sharply. Leaders know the school well, including what needs to improve. You have sought ideas and support from local schools, most notably from the Severn Teaching Alliance. You have been relentless in your determination to use good ideas from other schools to improve Randlay. Staff have embraced this year’s changes with enthusiasm. They are a hard-working and committed team. Governors are equally committed to the school and they provide you with effective challenge and support. They also continually seek ways in which they can do their job better. They now spend more time in school getting a first-hand view of the quality of education it provides. They attend additional training and are developing their expertise well. Pupils enjoy school. They exemplify its values of respect, creativity, collaboration, aspiration, courage and excellence. Most parents are happy with the education that their children receive. They believe that the school is well led and managed. One parent who responded to Parent View, Ofsted’s online questionnaire, summed up the views of several when they wrote, ‘My child is very happy and enjoys going to school. I would recommend this school to other parents.’ At the previous inspection, leaders were tasked with raising the proportions of pupils reaching the higher levels in writing across the school and in mathematics in key stage 2. They were also tasked with improving teaching by giving teachers opportunities to learn from good practice. Effective teaching is now evident throughout the school. Teachers plan together and share ideas well. They also visit other schools to pick up ideas that they then apply in school. Mathematics is now well taught throughout the school and this is reflected in strong outcomes, especially at the end of key stage 2. The teaching of writing has been weaker over recent years, especially in key stage 1. However, this has improved considerably this year. There is still room for improvement in teaching and pupils’ outcomes. With this year’s improvements, pupils are making progress from their starting points that are similar to other pupils nationally. You rightly aspire for them to make better progress than this. Safeguarding is effective. You have ensured that keeping pupils safe in school has an appropriately high profile. This year’s changes to checks on visitors and to the start-of-day routines for pupils and parents have enhanced pupils’ safety. Staff understand safeguarding policies and procedures. Comprehensive training means that they are alert to potential dangers and are confident to pass on any concerns they have about a pupil. Procedures to recruit staff safely are followed to the full. All safeguarding arrangements are fit for purpose. Leaders pass on concerns to outside agencies, including the local authority, appropriately. However, leaders lack the confidence to challenge when they are unhappy with the local authority’s actions. For instance, I saw an example of a personal education plan for a child looked after that lacked sufficient detail. Similarly, the school often does not receive minutes from core group meetings held to discuss child protection plans. In both of these cases, leaders have not challenged the local authority. All pupils that I spoke with told me they feel safe in school. They said that bullying is rare and that there are several adults they would trust to deal with any problem that might arise. They have a good understanding of how to keep themselves safe from a range of potential dangers, include those that might arise when using the internet. Recent assemblies and workshops run by the National Society for the Prevention of Cruelty to Children on the theme of ‘speak out, stay safe’ have enhanced pupils’ knowledge of several safety issues. Almost all parents who responded to Parent View and all parents that I spoke to said that their children feel safe in school. Inspection findings The first area that I considered during the inspection was mathematics teaching in key stage 2. The teaching of mathematics is effective in all years, including key stage 2. It is well planned so that pupils develop strong arithmetic skills. Teachers use high-quality resources that encourage pupils to think deeply as they solve problems, rather than simply repetitively practising similar questions. Teachers routinely ask pupils to ‘explain’ and ‘prove’ and this develops deeper understanding of the topic they are studying. Most pupils enjoy mathematics. Although in recent years boys have made quicker progress than girls, I found no evidence of this being the case for current pupils. The inspection’s second focus area was on writing in key stage 1. Although over recent years standards in writing have improved in key stage 2, weaker teaching has seen standards remain below average in key stage 1. For example, in 2016 only 31% of pupils achieved the expected standard by the end of Year 2. You rightly made this a top priority this year. Many actions have taken place aimed at improving writing. Pupils are encouraged to become enthusiastic writers using school trips to inspire their writing. A whole-school focus on using a cursive script has seen pupils’ handwriting improve considerably. Writing in pupils’ books shows considerable progress over this year. For example, I looked at books belonging to pupils in Year 2. They showed rapid improvement in the presentation, quality and quantity of writing over this year. Writing outcomes at the end of Year 2 this year have improved significantly, with more than 70% of pupils reaching the expected standard. Next, I looked at Year 1 phonics teaching because these outcomes had declined to below average over the last two years. In September, you quickly recognised the teaching of phonics as a weakness and made it another high priority. Consequently, leaders trained all teachers and teaching assistants. They also offered help to parents. You invested in new resources including reading books that provide a better link to the school’s phonics scheme. Through the year, leaders have carried out regular checks on the teaching of phonics and on pupils’ progress. The impact of these actions is apparent in the sharp increase in the proportion of pupils achieving the expected standard in this year’s phonic screening check. Improved teaching of phonics has been a key part of your aim to improve the teaching of reading, especially in key stage 1. Pupils, especially the less able, are now increasingly applying their phonic knowledge to their reading. As a result, the proportion of pupils reaching the expected standard by the end of Year 2 in reading this year has also improved.

Randlay Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>75, "agree"=>23, "disagree"=>3, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 40 responses up to 02-10-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>80, "agree"=>20, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 40 responses up to 02-10-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>63, "agree"=>30, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>8} UNLOCK Figures based on 40 responses up to 02-10-2022
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>73, "strongly_agree"=>10, "agree"=>5, "disagree"=>3, "strongly_disagree"=>0, "dont_know"=>10} UNLOCK Figures based on 40 responses up to 02-10-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>78, "agree"=>23, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 40 responses up to 02-10-2022
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>30, "strongly_agree"=>43, "agree"=>20, "disagree"=>5, "strongly_disagree"=>3, "dont_know"=>0} UNLOCK Figures based on 40 responses up to 02-10-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>45, "agree"=>36, "disagree"=>18, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 11 responses up to 02-10-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>53, "agree"=>43, "disagree"=>3, "strongly_disagree"=>3, "dont_know"=>0} UNLOCK Figures based on 40 responses up to 02-10-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>60, "agree"=>38, "disagree"=>3, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 40 responses up to 02-10-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>63, "agree"=>38, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 40 responses up to 02-10-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>70, "agree"=>30, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 40 responses up to 02-10-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>78, "agree"=>20, "disagree"=>3, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 40 responses up to 02-10-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>65, "agree"=>25, "disagree"=>3, "strongly_disagree"=>3, "dont_know"=>5} UNLOCK Figures based on 40 responses up to 02-10-2022
Yes No {"yes"=>95, "no"=>5} UNLOCK Figures based on 40 responses up to 02-10-2022

Responses taken from Ofsted Parent View

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