Shalbourne CofE Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
34
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
(5/7/17)
Full Report - All Reports
50%
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

Shalbourne
Kingston Road
Shalbourne , Marlborough
SN8 3QH
01672870475

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You and your staff team work effectively together to ensure pupils’ learning and emotional needs are met in this small and inclusive school. You have a clear understanding of the school’s strengths and the areas that require further work. You are working on the right aspects for improvement. For example, leaders’ recent actions have brought about improvements to pupils’ outcomes in writing. At the previous inspection, you were asked to ensure that pupils were better able to improve their work. Your work in this regard is mostly effective. Teaching builds on what pupils already know, understand and can do. Pupils respond well to teachers’ assessment and make adjustments routinely to their work. This is particularly effective in writing. Pupils have a good stamina for writing. They present their work well and use precise language to add detail and impact in their writing. On occasion, the writing of the middle-attaining and the most able pupils does not give sufficient detail or extension. This hinders pupils’ progress. Pupils benefit from a varied curriculum and are encouraged to apply their mathematical and writing skills well. For example, in Years 5 and 6, pupils can use and apply their mathematical skills to plot a cross section of a river. They apply their writing skills to explain their understanding of geographical skills well. The views of parents are generally positive. Almost every parent who responded to the online questionnaire, Parent View, stated that their children are taught well. A small minority of parents raised concern about pupils’ behaviour and how quickly leaders respond to their concerns when they arise. You, along with governors, acknowledge that there is more to do to secure parental satisfaction. The vast majority of pupils demonstrate resilience in their learning and present consistently good attitudes to learning. School records and inspection evidence indicate that the school is managing the challenging behaviour presented by a very small number of pupils effectively. Safeguarding is effective. You have ensured that safeguarding requirements are fit for purpose. Statutory safeguarding duties are met. All staff training is up to date and in line with current legislation. Governors undertake regular checks of the school site to ensure health and safety requirements are met successfully. Staff vetting checks are carried out rigorously to ensure staff suitability to work with children. However, some record keeping needs to be strengthened. Staff routinely apply their understanding of their training. They refer any concerns promptly to designated safeguarding leaders. You work closely with external agencies to ensure that you are doing all that you can to support the most vulnerable pupils and minimise their risk of harm. Pupils who present challenging behaviour are managed well. Risk assessments and procedures in place to support these pupils are robust; external agency support is used well. As a result, exclusions are reducing after an increase in recent months. Pupils spoken to on inspection said that they feel safe at school. Pupils say adults help them resolve any issues quickly and they are confident to talk to any adult if they have concerns. Pupils understand how to stay safe online. Supervision at playtime and lunchtime is good. Pupils enjoy the wide variety of activities on offer at playtimes to suit their individual needs. This helps pupils develop their personal and emotional needs well in a supportive, nurturing and inclusive environment. Inspection findings In order to ascertain that the school remains good, a key line of enquiry was to establish the effectiveness of the teaching of writing across key stages 1 and 2. This is because published pupils’ performance information indicated that a small number of middle-attaining pupils did not meet expected standards in 2016. Leaders, including governors, acted swiftly to put plans in place to develop the relative weaknesses in writing identified last year. You, ably supported by the English leader, have driven up standards in writing. Additional staff training and regular moderation of work have strengthened the robustness of teachers’ assessment and their subject knowledge. Teachers’ understanding of the skills that pupils must apply to write at the highest standard has improved. The greatest impact can be seen in Years 5 and 6. As such, pupils in key stage 2 are able to apply their understanding of sentence structure and punctuation with greater success and impact. Occasionally, greater expansion of their ideas would strengthen pupils’ writing even further.

Shalbourne CofE Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree 59% Agree 27% Disagree 9% Strongly Disagree 5% Don't Know 0% {"strongly_agree"=>59, "agree"=>27, "disagree"=>9, "strongly_disagree"=>5, "dont_know"=>0} Figures based on 22 responses up to 06-07-2017
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Figures based on 22 responses up to 06-07-2017

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Figures based on 22 responses up to 06-07-2017

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Figures based on 22 responses up to 06-07-2017

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Figures based on 22 responses up to 06-07-2017

unlock

Figures based on 22 responses up to 06-07-2017

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Figures based on 22 responses up to 06-07-2017

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Figures based on 22 responses up to 06-07-2017

unlock

Figures based on 22 responses up to 06-07-2017

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Figures based on 22 responses up to 06-07-2017

unlock

Figures based on 22 responses up to 06-07-2017

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Figures based on 22 responses up to 06-07-2017

Responses taken from Ofsted Parent View

Your rating:
Review guidelines
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  • Don't go in to detail about specific staff or pupils. Individual complaints should be directed to the school.
  • Do go to the relevant authority is you have concerns about a serious issue such as bullying, drug abuse or bad management.
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