Sambourne Church of England Voluntary Controlled Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
124
AGES
4 - 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
01225 713010

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
(26/11/19)
Full Report - All Reports
58%
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

Sambourne Road
Warminster
BA12 8LF
01985212458

School Description

Pupils told us that they enjoy coming to school and feel safe. They say that adults in school are kind and expect them to do their best. Pupils take pride in their roles, for example as a school councillor, sport ambassador or play leader. Pupils enjoy learning. They spoke to us about how they enjoy different subjects, such as history, music and science. Pupils are positive about the number of trips and visits that are on offer to them. They also appreciate the range of clubs, including dance, which are well attended. Pupils say that behaviour in school has improved since the arrival of the new interim headteacher. They understand the new behaviour systems and say that this has made their school a better place. Pupils say that bullying is rare and, if it does occur, teachers help them sort out any problems quickly. Leaders know the school’s strengths and weaknesses. They know they need to develop the school’s curriculum so that pupils achieve well across different subjects. Most parents are positive about the school and feel that the recent changes are making a difference. One parent summed this up by saying, ‘We are now more informed, and teachers and pupils seem happier.’ What does the school do well and what does it need to do better? Leaders, under the guidance of the new interim headteacher, have made a positive start to begin to address the dip in academic standards. Teachers told us that they love working at this school. They appreciate the time that leaders give them to develop what they teach. They also told us that leaders consider their workload. Leaders prioritise reading well. Teachers introduce phonics early in Reception and, as a result, pupils get off to a good start with their reading. They make good use of a range of interesting texts to ensure that the books younger children read match the sounds that they are learning. In key stage 1, teachers ensure that pupils who have fallen behind with their reading are able to catch up with their peers. This is particularly the case for pupils with special educational needs and/or disabilities (SEND) and pupils who are disadvantaged. However, in key stage 2, teachers do not always use assessment effectively in reading. Therefore, the work that is planned does not always meet the needs of all pupils. As a result, pupils, especially boys, lose focus in their lessons. This low-level disruption stops pupils in some classes from learning as well as they could. The sequencing of mathematics teaching across the school is varied in quality. Some teaching does not build on what pupils already know and understand. Learning is either too easy or too hard for pupils to be successful. For example, some older pupils do not have a firm grasp of their times tables and find working with fractions difficult because of this. Curriculum leaders are not yet sure about what knowledge pupils have retained and whether pupils are using their skills across the curriculum. Pupils can recall some facts about the Romans, for example, but cannot confidently describe the historical skills they have used. In science, pupils cannot confidently recall their work on space and how this knowledge helps them when learning about rockets. Pupils with SEND are supported well. Teachers work closely with other adults who make sure that their needs are met effectively. As a result, pupils with SEND are helped to develop confidence and independence. Pupils develop a wide range of personal skills. Pupils talk confidently about how their work on belonging, friendship and ways to solve problems peacefully helps them to become caring, responsible and active citizens. Governors are good critical friends to leaders. They have a detailed view of most of the school’s strengths and areas for development and use this to hold leaders to account. They agree that there is still some work to do to enable them to have a secure understanding of the school’s curriculum.

Sambourne Church of England Voluntary Controlled Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree 56% Agree 39% Disagree 6% Strongly Disagree 0% Don't Know 0% {"strongly_agree"=>56, "agree"=>39, "disagree"=>6, "strongly_disagree"=>0, "dont_know"=>0} Figures based on 18 responses up to 26-11-2019
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Figures based on 18 responses up to 26-11-2019

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Figures based on 18 responses up to 26-11-2019

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Figures based on 18 responses up to 26-11-2019

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Figures based on 18 responses up to 26-11-2019

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Figures based on 18 responses up to 26-11-2019

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Figures based on 10 responses up to 26-11-2019

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Figures based on 18 responses up to 26-11-2019

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Figures based on 18 responses up to 26-11-2019

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Figures based on 18 responses up to 26-11-2019

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Figures based on 18 responses up to 26-11-2019

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Figures based on 18 responses up to 26-11-2019

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Figures based on 18 responses up to 26-11-2019

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Figures based on 18 responses up to 26-11-2019

Responses taken from Ofsted Parent View

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