Russell Lower School
Catchment Area, Reviews and Key Information

Primary
PUPILS
423
AGES
5 - 9
GENDER
Mixed
TYPE
Community school
SCHOOL GUIDE RATING
Not Rated

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
0300 300 8037

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
(8/11/16)
Full Report - All Reports



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Queens Road
Ampthill
MK45 2TD
01525755664

School Description

The leadership team has maintained the good quality of education in the school since the previous inspection. Much has changed since you took up your appointment only a year ago in September 2015. You have galvanised the whole school community to improve the good practice already established at the school. Parents, pupils and staff say that the best characteristics of this school are exemplified in the ‘Russell Way’ and the ‘not-a-second-wasted’ approach through which everyone is valued and stimulated to make the school even better. Parents are overwhelmingly complimentary about your energetic, knowledgeable and dedicated leadership. In your first year as headteacher, you quickly gained the trust of staff, identified where further improvement was required and set high expectations for the future of the school through your ‘six-steps-to-outstanding-learning’ strategy. You managed the expansion of the school very well and did not take your eyes off the ball during last year’s extensive building project. The way you work with your deputy headteacher is effective and your respective duties are clear. This is not yet the case for phase and subject leaders. Most of them are new to their roles. They lack the confidence and skills to evaluate accurately the quality of teaching and learning in their areas of responsibility. The school is extremely welcoming. Staff greet pupils and parents warmly on arrival. Parents are welcomed to walk right into the classroom to speak to their teachers and there is a well-managed buzz of excitement at the start of the day. You communicate your high expectations for conduct around the school and in lessons very effectively. Pupils say that they love their school because: teachers are good and fun they get support if they need it teachers encourage them to do high-level work and they learn a lot everyone gets along and any bullying is dealt with very quickly. This inspection confirms the views of pupils. Their behaviour and attitudes to learning are very good. Consequently, they make good progress. The school provides very well for pupils’ personal development, particularly in improving their understanding of diversity and in developing their respect for the views and beliefs of others. The pupils I spoke with were exceptionally clever at explaining how special objects used by different religions, for example Judaism, symbolise respect and that they should, therefore, respect these same objects. The school’s four ‘rights’ (to be safe, happy, included and to learn) underpin pupils’ positive attitudes to learning and behaviour. The rich curriculum and the wide range of extra-curricular activities bring learning to life. I saw in the topic books that pupils did some very good work following their visit to Wimpole Farm. They used the visit well to write exciting stories. With the support of your experienced deputy headteacher you ensure that pupils who need help, particularly when they face challenges in their life, are supported promptly and sensitively. The success of this is seen in the school’s above-average attendance. You are effectively supporting a small number of families who are not yet ensuring that their children attend school regularly enough. I agree with parents who said that children who have special educational needs and/or disabilities receive excellent care and attention. This enables them to make good progress. Raising expectations of what all pupils can achieve is one of your key priorities. Your accurate tracking of pupils’ progress and robust monitoring of teaching ensure that the most able pupils are identified and challenged to achieve as much as possible. Although learning support assistants are highly dedicated and positive about their work, in some instances communication with class teachers is inconsistent and not effective enough. Improvement is required to ensure that the additional support accelerates pupils’ progress, particularly when pupils have the potential to make good progress but need more help to do so. Your work to ensure that pupils achieve well and develop positive attitudes to learning ensures that they are increasingly well prepared to move on to the next stage in their education.

Russell Lower School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree 80% Agree 19% Disagree 1% Strongly Disagree 0% Don't Know 0% {"strongly_agree"=>80, "agree"=>19, "disagree"=>1, "strongly_disagree"=>0, "dont_know"=>0} Figures based on 102 responses up to 27-02-2018
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Figures based on 102 responses up to 27-02-2018

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Figures based on 102 responses up to 27-02-2018

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Figures based on 102 responses up to 27-02-2018

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Figures based on 102 responses up to 27-02-2018

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Figures based on 102 responses up to 27-02-2018

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Figures based on 102 responses up to 27-02-2018

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Figures based on 102 responses up to 27-02-2018

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Figures based on 102 responses up to 27-02-2018

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Figures based on 102 responses up to 27-02-2018

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Figures based on 102 responses up to 27-02-2018

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Figures based on 102 responses up to 27-02-2018

Responses taken from Ofsted Parent View

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