Salhouse CofE Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
125
AGES
2 - 11
GENDER
Mixed
TYPE
Voluntary controlled school
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
0344 800 8020

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
(27/9/18)
Full Report - All Reports
64%
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

Cheyney Avenue
Salhouse
NR13 6RJ
01603720402

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. It has addressed the areas for improvement arising from the previous inspection. Since you became the headteacher two years ago, you and your staff have worked well together as a close-knit collaborative team. You have created an ethos of high expectations, which staff and pupils consistently apply to all aspects of school life. Parents appreciate how open and welcoming the school is. They speak highly of the way teachers help their children to do well. You have successfully improved the learning environment for pupils and staff by, for example, implementing the construction of the superb new building for your nursery. This means that staff and children have access to a welcoming and inspiring indoor and outdoor learning environment all year round. Working closely with your governing body, you and your team are thoughtful about the quality of education that pupils receive, and insightful about what needs to be done to make the school even better. You consult with, and listen to, the whole school community. As a result, staff and governors know what your key school improvement targets are, and know how well the school is doing as regards achieving them. Governors are knowledgeable about their school. Consequently, they work effectively with you and your staff to ensure that pupils are doing well. You provide them with accurate assessment information, which they use to hold you to account for the progress that pupils make. Governors also make sure that the procedures to ensure the safeguarding and welfare of pupils are effective. The vast majority of parents spoken to during the inspection, and those who responded to Ofsted’s online questionnaire, were positive about the school. They said that their children are happy at school, and that they are pleased with the progress that they make. For example, one parent commented, ‘My children thrive here, and look forward to attending every day.’ This view is typical of many similar views expressed by parents. Pupils behave well in their classrooms and around the school. They play happily together at breaktimes, and know how to seek help from adults if they need to. Pupils say that poor behaviour is rare, and that staff deal with it well if it happens. Outcomes for pupils at the end of each key stage are mostly as good as, or better than, those of similar pupils nationally. This is not the case with the proportion of pupils reaching the higher standard in some subjects at the end of key stage 2. However, examples of pupils’ work, and the school’s own assessment data, show that these pupils nevertheless made good progress from their starting points. You and your team collect thoughtful and accurate assessment information about pupils’ attainment across the whole curriculum. This means that you know how well pupils are doing, identify pupils that are falling behind and help them to catch up. Staff use this assessment data effectively in planning the next stages in pupils’ learning in the core subjects of English, mathematics and science. However, you and your team have not yet used this information as effectively across the broader curriculum to plan the next stages in pupils’ learning in other subjects. Safeguarding is effective. Leaders ensure that the required checks on staff and volunteers take place, and that safeguarding arrangements are fully implemented. Safeguarding leads are well trained and knowledgeable and, in turn, ensure that all staff and volunteers are also sufficiently well informed to know what to do if they have concerns about a child. The school works well with other agencies to ensure that vulnerable pupils receive every possible support where necessary. Pupils say that they feel safe in school. They say that bullying is rare, and that staff deal well with it if it occurs. A large majority of parents who completed Parent View, Ofsted’s online survey, also agreed that their children feel safe at school. Pupils are confident about talking to adults in school if they have any concerns or worries. Inspection findings My first line of enquiry was to assess how the quality of teaching, learning and assessment of reading throughout the school supports pupils to make good progress by the end of key stage 2 in preparation for the next stage of their education. The teaching of reading is based on children acquiring a secure foundation of phonics skills in the early years. These skills are then applied across the curriculum to support pupils’ learning. For example, in an art lesson in the Reception/Year 1 class, pupils read ‘We’re Going on a Bear Hunt’ to produce artwork inspired by the text. Similarly, in other year groups teachers provide opportunities to learn across the curriculum using written text, such as informative atlases in the teaching of geography. Throughout the school, pupils are encouraged to read for pleasure using books in the classroom and accessing the well-stocked school library. Teachers use pupils’ developing familiarity with written language to plan lessons that analyse the structure of text to help pupils understand its impact on the reader. An analysis of the school’s cross-curricular planning for the school year shows that the use of high-quality fiction is embedded not just in English but across the broader curriculum. This school-wide commitment to exposing pupils to written text at every opportunity helps pupils make good progress in reading during their time in the school. My second line of enquiry was to find out how well pupils with high prior attainment in the early years and key stage 1 are supported to achieve higher standards across the curriculum by the end of key stage 2. An analysis of pupils’ written work in English, and across the broader curriculum, shows that higherattaining pupils are well supported to use increasingly sophisticated techniques. These include using a broad range of vocabulary, or a wide variety of more effective sentence structures. Work in pupils’ mathematics books shows that higher-attaining pupils quickly consolidate the arithmetic skills that they need to be effective mathematicians. They are then regularly challenged to apply those skills to more demanding investigative activities. However, leaders recognise that the support pupils receive with these challenges is more effective in some year groups than others. The school’s curriculum plans show that higher-attaining pupils have opportunities to acquire deeper knowledge and skills across a range of subjects because of the thoughtful questions that are included in each separate subject. As a result of this evidence, I was able to conclude that pupils with high prior attainment are well supported to make good progress across the whole curriculum by the end of key stage 2. My third line of enquiry assessed the extent to which the school offers its pupils a broad and balanced curriculum that helps them to develop a wide range of skills and knowledge. Analysis of pupils’ work and curriculum plans, as well as discussions with staff and pupils, shows that the school offers a well-planned and thoughtfully constructed curriculum that engages and enthuses pupils. You and your team have built a curriculum around interesting themes that incorporate intriguing questions and appealing written text. You challenge your pupils to acquire specialist vocabulary, and provide them with opportunities to use it correctly. However, teachers are less able to promote pupils’ progress in subjects beyond English and mathematics because teachers are less adept at using information from pupils’ work to plan the next stages in their learning. You support pupils to develop their cultural confidence, such as whole-class learning of musical instruments in key stage 2. As a consequence of its careful construction and delivery, your school’s curriculum does an effective job in helping pupils to start the next stage of their education with confidence.

Salhouse CofE Primary School Parent Reviews



Average Parent Rating

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“Salhouse primary school”

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"> Large mixed year classes and too much emphasis on SATS means limited teaching in subjects other than Maths and English. Lack of reading help for children who need it and a persistent bullying problem. In my experience, staff very defensive in the case of complaints from parents so problems do not get easily resolved.
unlock % Parents Recommend This School
Strongly Agree 77% Agree 19% Disagree 0% Strongly Disagree 2% Don't Know 2% {"strongly_agree"=>77, "agree"=>19, "disagree"=>0, "strongly_disagree"=>2, "dont_know"=>2} Figures based on 52 responses up to 30-09-2018
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Figures based on 52 responses up to 30-09-2018

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Figures based on 52 responses up to 30-09-2018

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Figures based on 52 responses up to 30-09-2018

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Figures based on 52 responses up to 30-09-2018

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Figures based on 52 responses up to 30-09-2018

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Figures based on 52 responses up to 30-09-2018

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Figures based on 52 responses up to 30-09-2018

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Figures based on 52 responses up to 30-09-2018

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Figures based on 52 responses up to 30-09-2018

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Figures based on 52 responses up to 30-09-2018

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Figures based on 52 responses up to 30-09-2018

Responses taken from Ofsted Parent View

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