Redland Primary School
Catchment Area, Reviews and Key Information

Primary
School Guide Rating
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Brook Street
Chippenham
SN14 0JE
01249651623
Pupils
285
Ages
4 - 11
Gender
Mixed
Type
Community school
4 1 1 2 3 4
NATIONAL AVG. 2.08
Ofsted Inspection
(27/9/16)
Full Report - All Reports
78%
NATIONAL AVG. 65%
% 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. You lead the school with a keen moral purpose and utilise the different skills of other leaders to best effect. Your view is that leadership should be collaborative and supportive. As a result, you delegate effectively key areas of the school’s work so that it continues to improve. You also believe that the headteacher should lead by example. In so doing, you carry out your work with vigour, enthusiasm and integrity. You have high expectations of yourself and expect the best from everyone around you. Other staff embody these same qualities because of your style of leadership. You value the contribution they make. Staff are encouraged to feel that they have a part to play in moving the school forward. You are also open and candid about what needs to improve because you know your school well. Despite the school having many strengths, you are not complacent. This was your attitude at the time of the last inspection when you acted swiftly and diligently to address the areas for improvement that emerged. Consequently, pupils in Years 3 and 4 now make more progress in mathematics. This is because of the greater emphasis placed on mastery and the development of mental calculation skills. Leaders have considered how best to deploy teachers and teaching assistants, which has resulted in the creation of ‘learning groups’. These classes have enabled pupils, particularly the most able and the most able disadvantaged, to make more rapid progress. However, you rightly acknowledge that more opportunities need to be provided for pupils to develop their mathematical reasoning and to show evidence of this in their work. Leadership in the school has created a culture in which pupils achieve highly, enjoy their learning and become well-rounded individuals prepared for life beyond primary school. Pupils’ enjoyment of school is supported by attendance records, which show that attendance is above average for pupils of different groups and backgrounds. Pupils say that they enjoy school because they feel well supported by staff and because teachers ‘make lessons as fun as they can be, so we enjoy them more’. They also appreciate the wide range of extra-curricular clubs on offer before, during and after school. These include breakfast club, sewing, gardening, just dance and thinking skills, to name a selection, in addition to the range of sports clubs on offer. The attainment and progress of pupils who leave school at the end of Year 6 have been consistently above average in all subjects over time. This is true for different groups of pupils, including those who are disadvantaged. This is because the quality of teaching continues to improve. Subject leaders have become more adept at monitoring the quality of teaching since the last inspection. They use, with greater frequency, activities such as lesson observation and scrutiny of pupils’ work to inform their understanding. Consequently, subject leaders are better able to support and refine the practice of their colleagues. They feel greater ownership of the subjects for which they are responsible. In addition, the monitoring of assessment and pupils’ progress is robust and precise. This means that leaders and teachers have an accurate understanding of the progress being made by groups of pupils and individuals across their different subjects. This information, alongside other relevant pastoral information and the views of staff, is used to inform meetings about pupils’ progress. As a result, staff can tailor support and intervention to the needs of pupils, particularly those who are disadvantaged or have special educational needs and/or disabilities. This work contributes to the successful achievement of disadvantaged pupils, who make similar progress to their peers in reading and mathematics. However, leaders acknowledge that these pupils need to make greater progress in writing to catch up with their peers. Safeguarding is effective. Leaders and governors have cultivated a culture and environment in which pupils are kept safe and feel safe. Staff are trained to spot signs of abuse and go about their work with a caring vigilance. As one pupil put it, ‘we have adults around us who will help us and make us feel safe’. There is a high degree of staff supervision around the school at breaktimes and pupils feel comfortable in approaching staff if they have worries. A trained counsellor is on hand to speak to pupils if they have more serious concerns during ‘time to talk’ sessions. Pupils are supportive of each other and their considerate, well-ordered behaviour reinforces leaders’ assertions that pupils know how to manage risk, behave sensibly and look after themselves. The lead inspector observed one child in the early years patting the shoulder of another child and showing concern when he looked upset because he could not do something. The school site is secure so that physical risks to pupils are minimised. One pupil who spoke to the lead inspector said, ‘we feel protected but not caged’. All the necessary checks are in place to ensure that staff are suitable to work with pupils. Staff receive appropriate training to identify different kinds of abuse and to follow the correct referral procedures. Detailed records are kept and consulted to ensure that pupils at risk, including those who have child protection plans, are kept safe. Leaders work effectively with other agencies to achieve this aim. Inspection findings Governors have a clear understanding of the school’s strengths and weaknesses. They are able to articulate clearly how leaders have addressed areas for development from the last inspection and discuss the current priorities that feature in the school development plan. Governors work closely with school leaders so that they are familiar with the school’s context and know the questions they want to ask. They visit the school frequently to discuss priorities with subject leaders, observe teaching and learning, and receive regular reports from leaders at committee meetings. Consequently, governors are in a good position to know the issues they need to ask questions about. They offer a wellbalanced level of challenge and support to school leaders. Over time, school leaders have developed a productive working relationship with the school improvement adviser. He knows the school well and has assisted leaders in focusing their attention on key issues, such as the achievement of disadvantaged pupils. Teachers have good subject knowledge and they teach with confidence and enthusiasm. Activities are well planned and resourced, so that work is matched to the abilities of pupils. For example, teaching assistants work closely with pupils who speak English as an additional language. During French lessons, pupils with limited English may work on a one-to-one basis with teaching assistants to improve their English. This enables them to make rapid progress and catch up with their peers. As a result of the good-quality teaching they receive, pupils exhibit positive attitudes to learning. They enjoy their learning and are keen to participate in class discussion and other classroom activities. In an observed higher-ability English lesson, the most able Year 4 and 5 pupils were fully focused on the topic of relative pronouns. This is because the teacher skilfully allied a demanding concept with an activity that hooked the interest of pupils. The standard of pupils’ writing is high throughout the school. Work is well presented because pupils take pride in it. Achievement has been consistently above average for most pupils when they leave at the end of Year 6. This is because leaders recognise the ongoing need to prioritise this work. As a result, further opportunities have been provided for pupils to practise writing at length in different forms and for different purposes.

Redland Primary School Catchment Area Map

This pupil heat map shows where pupils currently attending the school live.

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Source:
All attending pupils
National School Census Data 2020
ONS
Pupil heat map key

How many pupils attending the school live in the area?

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The concentration of pupils shows likelihood of admission based on distance criteria

01225 713010

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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