Ravensthorpe Church of England Voluntary Controlled Junior School
Catchment Area, Reviews and Key Information

7 - 11
Voluntary controlled school

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
01484 225007

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?

Ofsted Inspection
Full Report - All Reports
% 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)
Myrtle Road
WF13 3AS

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You took up the post of headteacher in September 2015 and brought with you a calm, focused ambition to make learning a great experience for everyone. It is clear that there is a united vision for improvement, with leaders, staff, governors and the local authority clear about the strengths of the school and the aspects that need further development. You are ably supported by two recently appointed deputy headteachers who are driving improvement, particularly in English and mathematics. Their strong subject knowledge is enabling them to lead by example and support staff in implementing strategies that are focused on improving pupils’ progress. You agree that developing the role of middle leaders to work with the strong senior leadership team will further increase the capacity for improvement. Parents and carers speak highly of the school. All parents spoken to said that their children are happy. Many spoke positively about the activities which the school invites them to, such as class assemblies. I spoke to parents in the weekly parent and child workshop who said that this welcoming and relaxed session was something they looked forward to each week. The areas for improvement identified at the last inspection have been tackled effectively. Information technology is successfully embedded throughout the curriculum. For example, in guided reading sessions pupils access different texts as well as games apps on devices which use questioning to consolidate learning. There is a higher proportion than the national average of pupils who have an education, health and care plan for their special educational needs and/or disabilities. Provision for these pupils is highly effective in supporting their individual needs and consequently helping them to make good progress from their starting points. Funding for all pupils who have special educational needs and/or disabilities is directed well to support their learning. Leaders make a commitment to adding to these funds from the school budget to ensure that the pupils’ needs are fully met. An improved partnership with the infant school means that staff now gain a better understanding of pupils’ needs as they enter the school, so pupils get off to a much better start. You are rightly proud of the improved results in 2016 at the end of key stage 2. Rigour around specific priorities for improvement, such as a focus on developing reading fluency and comprehension, brought about these higher standards. However, leaders have rightly identified that the most able pupils do not make progress that is as strong as other pupils, particularly in reading and writing. Current work of Year 6 pupils shows that they are reaching the challenge of higher standards, but across other classes in school challenge for the higher-ability pupils is still variable. School assessment systems provide direction for the next steps to be taken by teachers, along with leaders’ thorough checking of pupils’ work in books and lesson observations. Pupil progress meetings are focused and carefully check the progress of individuals throughout the year so that appropriate support can be put in place. However, leaders have not measured the progress of pupils and groups of pupils from their entry to the school, and so do not have a clear enough view of pupils’ outcomes over time. Many pupils and their families do not speak English as their first language. Teachers take every opportunity to model high-quality English speaking skills and children are encouraged to read aloud across the curriculum each day. Teachers’ strong subject knowledge in grammar, punctuation and spelling ensures delivery of high-quality teaching in this area and as a result, pupils’ application of these skills in their reading and writing is excellent. The board of governors, mostly new to their roles at the end of 2015, have a wide skill set. They know the importance of their role in appropriately supporting and challenging school leaders to provide the very best education possible. Governors have worked closely with the local authority on matters such as the recruitment of leaders, financial management and teaching and learning, and value its support.

Ravensthorpe Church of England Voluntary Controlled Junior School Parent Reviews

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