Ruskington Chestnut Street Church of England Academy
Catchment Area, Reviews and Key Information

Primary
PUPILS
191
AGES
3 - 11
GENDER
Mixed
TYPE
Academy converter
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 2021, ONS
01522 782030

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?

4 1 1 2 3 4
NATIONAL AVG. 2.08
Ofsted Inspection
(17/10/17)
Full Report - All Reports
52%
NATIONAL AVG. 65%
% 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 10% of schools in England) Below Average (About 8% of schools in England) Average (About 67% of schools in England) Above Average (About 5% of schools in England) Well Above Average (About 10% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 7% of schools in England) Average (About 64% of schools in England) Above Average (About 9% of schools in England) Well Above Average (About 10% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 11% of schools in England) Average (About 58% of schools in England) Above Average (About 10% of schools in England) Well Above Average (About 10% of schools in England)

School Results Over Time

2017 2018 2019 UNLOCK

% pupils meeting the expected standard in Key Stage 2 tests (age 11)
2017 2018 2019 UNLOCK

% pupils meeting the higher standard in Key Stage 2 tests (age 11)

These results over time show historic performance for key exam results. We show pre-pandemic results as the fairest indicator of whether performance is up, down or stable

Chestnut Street
Ruskington
Sleaford
NG34 9DL
01526832424

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. Since that time, there have been substantial changes in leadership, staffing and governance. Nearly all teaching staff and members of the local governing body have changed. Since the last inspection, the school has joined the Lincoln Anglican Academy Trust. The school now has a stable staffing structure and a new chair of the local governing body. Pupils enjoy coming to your school. They are proud of their school, and show respect for each other and their teachers. From their entry in the early years, routines are quickly established. Relationships are very positive. Pupils have a positive attitude to learning and apply themselves well to their work. Behaviour is good and pupils conduct themselves very well throughout the school day. Your school has a caring ethos and pupils show respect for each other and adults. You lead the school with confidence. Many parents I spoke with commented on positive changes in the school. Since your appointment to the post of executive headteacher in June 2017, you have rapidly established an effective senior leadership team. You, the new head of school and the assistant headteacher have swiftly introduced, or are further developing, a wide range of initiatives which are improving standards in the school. You and your senior leaders work as a cohesive team and, together with staff, are successfully tackling many of the areas for improvement identified at the last inspection. You recognise that there is still work to be done, but your clear-sighted vision and ambition for the school means that lost ground due to staff turnover has rapidly been made up. Leaders provide staff with focused feedback to improve the quality of learning and teaching. Teachers clearly share objectives for learning in lessons, and often provide prompts to help pupils understand what is expected in their work. This is effective, although sometimes pupils are not clear on the purpose of what they are learning. Leaders have recently revised the school’s phonics programme, reviewed approaches to planning lessons and improved systems for checking pupils’ progress. Staff introduced a new approach to promoting good reading skills in key stage 2 and developed a thematic curriculum to promote pupils’ interest and curiosity. Pupils made junk-model ‘time machines’, for example, as a stimulus for writing. Leaders introduced a ‘mastery’ based approach for mathematics to deepen pupils’ understanding of mathematical concepts and increase their progress. The impact of the work to raise standards in English was evident in pupils’ attainment and progress at the end of 2017. Pupils often write at length and there was evidence of some improvement in handwriting. The quality of pupils’ writing, however, is sometimes let down by poor presentation or inaccurate spelling, grammar and punctuation. Teachers’ expectations of pupils are not consistently high. You, your leaders and staff are aware of this. Leaders’ actions to improve standards in mathematics were not strongly evident in pupils’ attainment and progress at the end of key stages 1 and 2 last year. Nonetheless, attainment did improve. While there are inconsistencies, the majority of pupils are making good progress and this is improving. The work of current pupils, including those who are disadvantaged, shows that teachers regularly provide pupils with opportunities to practise their problem solving and reasoning skills. Not all pupils, however, are as secure as they should be because teachers do not consistently match work well to their needs. Leaders and those responsible for governance have a good understanding of the school’s strengths and areas for improvement. You have ensured that staff are clear on how well pupils are doing in their classes. Your evaluation of the school’s performance is accurate and improvement plans focus on relevant actions to raise standards. Plans do not, however, focus sharply enough on specific targets for accelerating pupils’ progress, particularly for the most able and disadvantaged pupils. While improving, the progress and attainment of these groups is still too inconsistent. Safeguarding is effective. There is a strong culture of safeguarding. Pupils spoke with confidence about how the school teaches them to keep themselves safe, for example when online, or about the dangers of railway lines, an aspect particularly relevant to the local area. Pupils say teachers respond to any concerns that they have and that bullying is very rare. Many of the parents who responded to Ofsted’s online questionnaire, Parent View, however, did not have the view that the school dealt with bullying effectively.

Ruskington Chestnut Street Church of England Academy Parent Reviews



unlock % Parents Recommend This School
Strongly Agree 32% Agree 38% Disagree 14% Strongly Disagree 16% Don't Know 0% {"strongly_agree"=>32, "agree"=>38, "disagree"=>14, "strongly_disagree"=>16, "dont_know"=>0} Figures based on 37 responses up to 25-03-2018
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Figures based on 37 responses up to 25-03-2018

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Figures based on 37 responses up to 25-03-2018

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Figures based on 37 responses up to 25-03-2018

unlock

Figures based on 37 responses up to 25-03-2018

unlock

Figures based on 37 responses up to 25-03-2018

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Figures based on 37 responses up to 25-03-2018

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Figures based on 37 responses up to 25-03-2018

unlock

Figures based on 37 responses up to 25-03-2018

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Figures based on 37 responses up to 25-03-2018

unlock

Figures based on 37 responses up to 25-03-2018

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Figures based on 37 responses up to 25-03-2018

Responses taken from Ofsted Parent View

Your rating:
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