Ryton-On-Dunsmore Provost Williams Church of England Academy
Catchment Area, Reviews and Key Information

Primary
PUPILS
162
AGES
2 - 11
GENDER
Mixed
TYPE
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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
01926 410410

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
(10/10/2018)
Full Report - All Reports
45%
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)
Sodens Avenue
Ryton-on-Dunsmore
Coventry
CV8 3FF
02476302166

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. In the recent past, the school has been through a period of turbulence in both leadership and staffing. During this time, pupils’ progress was not as strong as it should have been. Since your appointment in February 2017 you have made a positive impact. You have raised expectations so that teachers are clear about the progress that pupils must make. You hold regular meetings with staff to discuss pupils’ progress and meet more regularly with them to discuss your most vulnerable pupils to ensure that they receive the support they need. Through your involvement with other schools and through regular moderation, you have improved the quality of teacher assessment so that this is now more accurate. You are relentless in your endeavour to ensure that outcomes for pupils improve. Governors are well informed and have a very clear overview of the strengths and weaknesses of the school. They are highly involved in monitoring and evaluation activities so that they can check the work of leaders and the impact on pupils’ outcomes for themselves. They meet regularly with school leaders, they analyse pupils’ progress and attainment, and they carry out learning walks and look at pupils’ work. Governors are knowledgeable about the impact of additional funding on outcomes for pupils, and they hold leaders to account effectively. This year, governors helped to establish a new vision: ‘Together today, for a better tomorrow.’ Pupils are polite and well behaved. They focus well in lessons and join in with enthusiasm. There are strong relationships between pupils and staff. Pupils commented that teachers were very supportive and said, ‘They don’t give you the answers, but help you to work it out.’ The school supports a healthy lifestyle. Pupils use bicycles and scooters to come to school. At breaktimes pupils eat fruit and are physically active on the trim trail and tyre park. They play football and use the new running track to take daily exercise. Physical education and school sport now has a higher profile. Pupils now attend more after-school clubs and participate in more competitive sport. After a period during which the school’s football team only played friendly fixtures, this year the team became county champions. Parents I spoke to during the inspection gave me very positive views about the school. Comments like ‘It is like a big family’ and ‘a warm, welcoming school’ were typical. A small number of parents raised concerns about bullying, but the school’s records show that leaders log any incidents and respond appropriately. Pupils know their behaviour policy well and said that if there was any bullying then teachers would sort it out. Since your appointment you have addressed the areas for improvement identified at the last inspection. You have increased the level of responsibility that subject leaders take so that they now have a better overview of their subjects. Through their monitoring, English and mathematics leaders identified areas for improvement and provided appropriate training, for example in guided reading. In response to a lack of consistency in the teaching of mathematics, the school joined the central mathematics hub and introduced new teaching programmes. Subject leaders now lead curriculum days and have developed improvement plans for their subjects. You have developed greater links with other schools, so that your school is looking outwards to access staff training and share best practice. The school is currently involved in a two-year project to improve standards in English, mathematics and leadership. Although you have sought to address the quality of handwriting and presentation, this remains a weakness and you recognise that this is an area that requires further work. Social, moral, spiritual and cultural development and fundamental British values are threaded throughout the curriculum, so that pupils are better prepared for life in modern Britain. You now provide work packs for pupils from Traveller families to help them continue with their learning while they are away. You are vigilant in your approach to monitoring attendance, particularly for those pupils who only attend for part of the year. You hold attendance meetings and draw up attendance agreements with individual families. You have developed stronger relationships with your Gypsy Roma and Traveller families so that they now keep you better informed about when and where they are travelling. A representative of the local authority visits regularly and acknowledges the strong improvements you have made.

Ryton-On-Dunsmore Provost Williams Church of England Academy Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>60, "agree"=>40, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 73 responses up to 10-10-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>74, "agree"=>25, "disagree"=>1, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 73 responses up to 10-10-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>52, "agree"=>40, "disagree"=>8, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 73 responses up to 10-10-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>63, "agree"=>36, "disagree"=>1, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 73 responses up to 10-10-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>52, "agree"=>36, "disagree"=>11, "strongly_disagree"=>0, "dont_know"=>1} UNLOCK Figures based on 73 responses up to 10-10-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>51, "agree"=>41, "disagree"=>7, "strongly_disagree"=>0, "dont_know"=>1} UNLOCK Figures based on 73 responses up to 10-10-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>42, "agree"=>38, "disagree"=>12, "strongly_disagree"=>4, "dont_know"=>3} UNLOCK Figures based on 73 responses up to 10-10-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>22, "agree"=>29, "disagree"=>5, "strongly_disagree"=>7, "dont_know"=>37} UNLOCK Figures based on 73 responses up to 10-10-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>55, "agree"=>34, "disagree"=>5, "strongly_disagree"=>1, "dont_know"=>4} UNLOCK Figures based on 73 responses up to 10-10-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>56, "agree"=>30, "disagree"=>7, "strongly_disagree"=>3, "dont_know"=>4} UNLOCK Figures based on 73 responses up to 10-10-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>51, "agree"=>33, "disagree"=>12, "strongly_disagree"=>1, "dont_know"=>3} UNLOCK Figures based on 73 responses up to 10-10-2018
Yes No {"yes"=>92, "no"=>8} UNLOCK Figures based on 73 responses up to 10-10-2018

Responses taken from Ofsted Parent View

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