Roydon Primary Academy
Catchment Area, Reviews and Key Information

Primary
PUPILS
191
AGES
4 - 11
GENDER
Mixed
TYPE
Academy sponsor led
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
0845 603 2200

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
(05/02/2019)
Full Report - All Reports
64%
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)
Epping Road
Roydon
Harlow
CM19 5HN
01279793152

School Description

The leadership team has maintained the good quality of education in the school since the previous inspection. Roydon is a friendly, happy school that staff enjoy working at and pupils enjoy coming to. Parents and carers are very positive about the school and how well their children are looked after. Every parent that responded to Parent View, Ofsted’s online questionnaire, said that they would recommend the school to others. Some parents chose to leave a free-text message in support of the school. Comments such as, ‘We are very happy with the school,’ and, ‘We couldn’t have wished for a better school,’ were typical. You and the deputy headteacher work very closely with staff from the multiacademy trust’s central team. This works very well and is helping the school to improve. For example, you were initially appointed as head of school. For the first two years, you worked under the guidance of one of the trust’s executive headteachers. This enabled you to focus on teaching and learning while the executive headteacher took responsibility for some of the more managerial aspects of running a school. You became headteacher in September 2018 and now have full responsibility for the school. However, support from other headteachers in the trust, and from the trust’s central team, is only ever a phone call away. This same close relationship between the school and the central trust is also evident in terms of governance. The school has a local advisory board that meets regularly and takes responsibility for issues such as teaching and learning, the curriculum and outcomes. The trust board retains overall responsibility for all aspects of the school’s performance and monitors each area closely. The trust’s chief executive officer is your line manager and meets with you regularly. All of this means that you and the deputy headteacher are both supported well and held closely to account. You and the school’s other leaders have taken effective action to address the areas for improvement from the previous inspection. For example, leaders decided to change the way that writing is taught, and the trust secured comprehensive training for staff in using the chosen method. This has had a positive impact on improving outcomes in writing. Leaders and those responsible for governance have a very thorough and accurate understanding of the school’s strengths and weaknesses. You are fully aware of what needs to happen next for the school to improve further. Leaders are ambitious for the school, its pupils and its staff. You and the deputy headteacher have high expectations, and you lead by example. As a result, the school is improving well. You are not complacent, and you know that there is work still to do. We looked at the progress made by disadvantaged pupils and by the most able pupils in the school and you agreed with me that their progress could be stronger and needed to be monitored more systematically and strategically. Safeguarding is effective. Leaders have ensured that all safeguarding arrangements are fit for purpose. The school’s single central record of pre-appointment checks meets statutory requirements. The record is checked and updated regularly to ensure that nothing is missed. Strong systems are in place to ensure that only suitable people are allowed to work with pupils. Staff receive regular training to ensure that they are kept up to date with changes to safeguarding guidance and procedures. As a result, staff recognise and report possible signs of abuse or neglect quickly. Detailed records are kept of such concerns and the actions taken in response to them. This vigilance and attention, combined with the school’s open culture, helps to keep pupils safe. Every parent that responded to Parent View said that they feel that their child is safe at school. Inspection findings I followed a number of lines of enquiry to check whether the school remains good. First, I looked at attendance. The school’s most recent overall attendance figures were above the national average. However, attendance rates for some groups, including disadvantaged pupils, were below the national average. School staff work particularly closely with the trust’s central team in this respect. Attendance is taken very seriously and, as a result, continues to be above the national average overall. Leaders have put a wide range of measures in place both to encourage good attendance and to deter unnecessary absence. For example, a trophy is given out each week to the class with the highest attendance and good attendance is celebrated in the school’s newsletter each week. Conversely, fixed penalty notices are issued in response to parents taking their children out of school to go on holidays during term time. Pupils’ attendance is monitored very closely, and prompt action is taken, on an individual level, where necessary. Very few pupils are persistently absent from school. Leaders work with outside agencies, such as health service colleagues and the traveller liaison officer, to improve the attendance of individuals, where appropriate. No groups of pupils are disadvantaged by low attendance. The second area that I checked was the progress made by disadvantaged pupils. I chose to look at this because published assessment information shows that disadvantaged pupils do not attain as well as they should. The school’s assessment information shows that disadvantaged pupils are making similar progress to their classmates. However, in some cases, disadvantaged pupils have lower starting points. This means that although their progress is similar, their finishing points are too low. Too few disadvantaged pupils are making the strong progress needed to enable them to catch up. Leaders and governors have identified this as the school’s key area for improvement and action is already being taken to improve it. A range of appropriate measures have been put in place to support disadvantaged pupils. You have ensured that staff are fully aware of who the disadvantaged pupils are in their classes, and that everyone understands the importance of ensuring that these pupils are given the support they need. For example, a ‘barrier plan’ has been written for every disadvantaged pupil, identifying their strengths, weaknesses and potential barriers to learning. Nevertheless, leaders do not focus closely enough on whether these actions are having sufficient impact on helping disadvantaged pupils to make stronger progress. The third area I looked at was the attainment of the most able pupils. Published assessment information shows that the most able pupils make similar progress to other pupils nationally. However, fewer of the school’s most-able pupils attain the higher levels than is typical across the country. An area for improvement from the previous inspection was to ensure that the most able pupils are given more demanding work to challenge them and extend their learning. A range of actions have been taken since the previous inspection. For example, leaders have changed the way that mathematics is taught, so that there is now a greater focus on reasoning and solving problems. You have found that this has helped to provide greater challenge for the most able pupils. Similarly, some of the most able pupils are, at times, taught in special groups, aimed at stretching them to achieve more. The impact of actions to improve the progress, and thus raise the attainment, of both disadvantaged pupils and the most able pupils is not checked systematically enough. This means that, although actions are taken, it is not clear whether they are having a direct effect on improving outcomes for these groups.

Roydon Primary Academy Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>84, "agree"=>13, "disagree"=>3, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 38 responses up to 05-02-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>82, "agree"=>16, "disagree"=>0, "strongly_disagree"=>3, "dont_know"=>0} UNLOCK Figures based on 38 responses up to 05-02-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>66, "agree"=>26, "disagree"=>3, "strongly_disagree"=>0, "dont_know"=>5} UNLOCK Figures based on 38 responses up to 05-02-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>74, "agree"=>18, "disagree"=>8, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 38 responses up to 05-02-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>66, "agree"=>26, "disagree"=>3, "strongly_disagree"=>0, "dont_know"=>5} UNLOCK Figures based on 38 responses up to 05-02-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>53, "agree"=>42, "disagree"=>3, "strongly_disagree"=>0, "dont_know"=>3} UNLOCK Figures based on 38 responses up to 05-02-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>71, "agree"=>21, "disagree"=>8, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 38 responses up to 05-02-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>45, "agree"=>5, "disagree"=>8, "strongly_disagree"=>5, "dont_know"=>37} UNLOCK Figures based on 38 responses up to 05-02-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>71, "agree"=>16, "disagree"=>8, "strongly_disagree"=>0, "dont_know"=>5} UNLOCK Figures based on 38 responses up to 05-02-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>55, "agree"=>29, "disagree"=>5, "strongly_disagree"=>3, "dont_know"=>8} UNLOCK Figures based on 38 responses up to 05-02-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>53, "agree"=>32, "disagree"=>8, "strongly_disagree"=>3, "dont_know"=>5} UNLOCK Figures based on 38 responses up to 05-02-2019
Yes No {"yes"=>100, "no"=>0} UNLOCK Figures based on 38 responses up to 05-02-2019

Responses taken from Ofsted Parent View

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