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

Primary
PUPILS
79
AGES
5 - 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
(24/5/17)
Full Report - All Reports
38%
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

Norwich Road
Scole
Diss
IP21 4ED
01379740654

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. Scole Church of England Voluntary Controlled Primary School is a school where learning is central and is, as pupils told me, ‘always interesting and fun’. Since your appointment as headteacher in September 2016, you have continued to build upon the school’s strengths so that pupils achieve well. You have established a strong team that supports each other well. All adults in the school feel valued and respected, and feel that they play a significant role in moving the school forward. This was demonstrated by the different adults, teachers and teaching assistants who volunteered information to me during the inspection to show the school’s many strengths. You check the quality of teaching and learning regularly and so have an accurate understanding of the school’s strengths and areas for improvement. Your plans for improvement are sensible and methodical and you can show the impact of these. For example, you were able to show that the school has successfully addressed the area for improvement identified by the previous inspection, which was to reduce the difference between the achievement of boys and girls in English and mathematics. You are determined to ensure that the school is outward looking, drawing on best practice beyond the school and establishing good links with local schools, for example to moderate teachers’ assessment judgements and to facilitate smooth transitions for pupils to high school. Governors support leaders well. They visit often, for example to visit lessons or to look at the impact of changes such as when ‘choose by challenge’ was introduced. They monitor spending, for example considering how to alter staffing with reductions in funding while maintaining high standards. Governors know how funding for disadvantaged pupils has been spent. However, they have not ensured that current plans for pupil premium funding are sufficiently well tailored towards the individual needs of the pupils for whom it is provided. Governors discuss pupil achievement regularly and check that pupils are making good progress. They question you about steps taken, for example to improve attendance for some pupils and the impact of actions taken. Teaching is good because teachers think carefully about how to make learning engaging and interesting. For example, pupils were developing their skills in writing instructions and this was put into the context of explaining how to make a Viking sheep mask, which they had made previously. Teachers use questioning well to check on pupils’ understanding and knowledge, pitching different questions according to pupils’ abilities. Teachers and teaching assistants work very well together, so that pupils treat all adults as their teachers. Teachers’ expectations are high; they insist that work is well presented and mark work carefully in line with the school’s policy. Teachers provide time for pupils to correct and edit their work, especially their writing, so that they are able to improve it further. The curriculum is broad and interesting with lots of additional opportunities for learning. Pupils told me about the many different clubs they are able to take part in such as archery, lacrosse and gardening. They said that there are many sporting activities provided for all ages and abilities and as a result the school has achieved the quality mark for physical education. Trips, including residential trips, are used well to promote learning and to develop pupils’ social skills. Visitors such as Bhangra dancers extend pupils’ knowledge of the wider world. Pupils learn about other faiths and cultures, and one pupil told me that ‘It’s ok to be different but really we are all the same and should be treated with respect.’ Pupils are rightly proud of their school. One pupil told me, ‘The teachers always help you,’ and another said that teachers ‘make sure that you are learning’. Pupils said that everyone is friendly at school and that there are rarely arguments or disagreements. Pupils enjoy taking on additional responsibilities such as leading buddy groups and setting up for assemblies. Pupils behave very well in lessons. They enjoy working together and individually, and are eager to show adults their work and talk about their learning. Most pupils are very keen to come to school and attend regularly. You promote good attendance, for example by giving certificates for the best attenders and talking with parents about the importance of regular attendance at school. However, you are aware that there are still a few pupils who are absent too frequently. Parents are mostly highly supportive of the school. Only a small number of parents responded to Ofsted’s online questionnaire. Of these, the majority agreed that their child is happy in school and makes good progress. Typical of the comments received was that by a parent who said, ‘My child receives a high quality and enjoyable education at this school and I would highly recommend it to any parent.’ The school’s own questionnaire, issued shortly before the inspection, indicated that almost every parent is happy with the school and the progress their child is making.

Scole Church of England Voluntary Controlled Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree 62% Agree 23% Disagree 8% Strongly Disagree 8% Don't Know 0% {"strongly_agree"=>62, "agree"=>23, "disagree"=>8, "strongly_disagree"=>8, "dont_know"=>0} Figures based on 26 responses up to 19-09-2018
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Figures based on 26 responses up to 19-09-2018

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Figures based on 26 responses up to 19-09-2018

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Figures based on 26 responses up to 19-09-2018

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Figures based on 26 responses up to 19-09-2018

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Figures based on 26 responses up to 19-09-2018

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Figures based on 26 responses up to 19-09-2018

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Figures based on 26 responses up to 19-09-2018

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Figures based on 26 responses up to 19-09-2018

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Figures based on 26 responses up to 19-09-2018

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Figures based on 26 responses up to 19-09-2018

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Figures based on 26 responses up to 19-09-2018

Responses taken from Ofsted Parent View

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