Rolvenden Primary School
Catchment Area, Reviews and Key Information

5 - 11
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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
03000 41 21 21

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)
Hastings Road
TN17 4LS

School Description

The school has had significant leadership changes since the last inspection, including a new chair of the governing body, an interim headteacher and an acting deputy headteacher. This period of turbulence led to low staff morale and a dip in parental confidence in the school. Since your appointment in 2016, you have given leaders, governors and staff a clear sense of purpose and direction. Parents are now universally positive about the calmness and stability you have brought to the school. As a result, numbers on roll are rising. You have the confidence of the governors, local authority and staff. At the last inspection, leaders were asked to improve the quality and effectiveness of middle leadership. You have wasted no time in addressing this fully. An example is that new leadership in the early years has improved home–school communication and ensured a brighter, more stimulating learning environment. Parents appreciate better communication between school and home, such as the ‘golden moments’ book parents write in and share with the teacher. From starting points, which are mostly typical for their age, children make good progress. Your current assessments of children’s progress show the vast majority are on track to reach a good level of development. You are driving school improvement forward at a fast pace. Staff are fully on board and equally dedicated. Parents see this for themselves. As one parent said, ‘The teachers are clearly passionate about what they do.’ You are determined to raise expectations of what pupils can achieve and have established a system of tracking pupils’ progress closely. As a result, any underachievement is challenged and early support to help pupils catch up is put in place. You agree, however, that for assessment and tracking systems to be even more effective, staff need to adapt lesson materials to ensure that the most able pupils are suitably challenged. Governors have a sound knowledge and understanding of how groups of pupils are achieving. As a result, they not only offer strong strategic support but also hold leaders to account rigorously for the school’s performance. They value your strong leadership and how you are developing senior and middle leaders. The curriculum is broad and balanced and meets pupils’ needs well. Parents and children enthuse about its creativity, such as the ‘winter wonderland’, a special event to bring the community together, which one parent described as ‘amazing’. Such is the dedication of you and your staff that this was successfully held on a Saturday! Year 5 and Year 6 pupils benefit from visiting the local secondary school weekly to be taught science in the school’s laboratories. Pupils spoke enthusiastically about seasonal ‘welly walks’ to look at changes in the natural environment and the fun camping trip for older pupils. You are rightly aware, however, that there are some aspects of pupils’ cultural understanding which are less well developed. Behaviour in lessons, on the playground and around school is good. Pupils are courteous and respectful to others. You introduced a new behaviour policy so that rewards and sanctions for behaviour are clear to everyone. Pupils told me they try hard to avoid getting into the ‘red zone’ of their class behaviour chart and as a result, the school’s records show good behaviour over time. In lessons, children listen well, work cooperatively and are keen to contribute because of excellent relationships between learners and adults. Safeguarding is effective. The leadership team has ensured that safeguarding arrangements are understood by all and fit for purpose. Where necessary, comprehensive processes are in place to support pupils and their families. Staff know pupils well, and prompt action is taken when needed to keep children safe. You have improved processes for making referrals when concerns arise. Links with external agencies are strong, and records are appropriately detailed and of high quality. Pupils say that they feel safe in school and are confident that, ‘If someone is sad, teachers do their best to help.’ The most recent published information suggests that particular groups of pupils are persistently absent much more than is the case nationally. There is compelling evidence that the school has identified the reasons for this on an individual basis. As a result of the school’s resolute efforts, persistent absence is reducing for all groups of pupils and overall attendance is in line with the national average. Parents value the work of the school’s family liaison officer, whose work effectively reduces absence rates.

Rolvenden Primary School Parent Reviews

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