Southover CofE Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
309
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, ONS
0300 330 9472

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
(26/06/2018)
Full Report - All Reports
63%
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)
Potters Lane
Lewes
BN7 1JP
01273473015

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You have taken effective action, since your appointment in September 2017, to ensure that pupils’ progress has improved across year groups, particularly in mathematics and writing. You have established a new leadership team and accurately evaluated the school’s strengths and weaknesses. The school has been through a period of expansion in the past two years. You have ensured that this transition to becoming a bigger school has been managed well and that the high-quality care that staff provide has remained a strength of the school. Your actions have been effective in making rapid improvements in pupils’ progress and teaching. In 2017, pupils’ progress by the end of key stage 2 in writing and mathematics was below average. You correctly identified the necessary actions to improve the teaching of mathematics and writing, including the way that teachers use information about pupils’ progress to plan effectively. You intend to build on this success to ensure the most able pupils achieve as well as possible in mathematics. At the time of the previous inspection, you were asked to improve attainment in writing. Pupils’ progress in writing has improved and current pupils are on track to exceed national averages of attainment. You have been ably supported by the local authority. The local authority has provided high levels of challenge to governors and leaders. A ‘progress group’ is chaired by a local authority representative. This group has been effective in ensuring that information on how well pupils are achieving has been increasingly well used by governors, leaders and teachers. Your staff are very supportive of the changes that you have made this year. They understand the need for improvements in pupils’ progress and they have worked hard to ensure that pupils reach higher standards in mathematics and writing. Staff are an integral part of the nurturing environment, and they provide high-quality care. They prioritise pupils’ safety and ensure that pupils now make good progress over time. Pupils enjoy school. Consequently, most pupils attend regularly, although absence rates are higher for a small proportion of disadvantaged pupils. You have ensured that there is a whole-school focus on good behaviour. Pupils respond well to your high expectations of behaviour. They behave very well in lessons and at social times. Pupils have a well-developed sense of fundamental British values because of the varied opportunities the curriculum offers. For example, one pupil told me that the best thing about the school was that there were ‘equal opportunities for everyone’. Pupils are very complimentary about their school, describing it with words such as ‘epic’ and ‘amazing’. Safeguarding is effective. The leadership team has ensured that all safeguarding arrangements are fit for purpose. Leaders ensure that all staff, governors and volunteers receive appropriate checks and detailed records are kept of these processes. Governors regularly check the school’s safeguarding arrangements. The local authority recently carried out a safeguarding audit to assure governors that arrangements are as robust as possible. Leaders work effectively with external agencies to safeguard vulnerable pupils. Staff receive appropriate training and they know what to do if they are worried that a child is at risk of harm. Similarly, pupils know who to go to if they are worried or need to report something. Inspection findings During the inspection we agreed that I would look at the effectiveness of safeguarding; how leaders ensure that pupils are challenged within the curriculum; how effective leaders’ actions are in reducing absence; the impact of leaders’ actions on progress in mathematics, particularly for disadvantaged pupils; and how well governors challenge leaders to improve attendance and pupils’ progress. Pupils make good progress across the curriculum. Leaders have introduced a new assessment system over the past year. Teachers use this effectively to check which pupils have gaps in their knowledge, skills and understanding. They use this information successfully when planning learning, to help pupils make good progress. Overall, current pupils achieve well in reading, writing and mathematics. The percentage of current pupils who achieve a high standard in reading, writing and mathematics is higher than the national average. Nevertheless, most-able pupils do not make strong enough progress in mathematics. Leaders are aware that they have further work to do to ensure that all teachers plan sufficiently challenging lessons for all pupils. The varied and interesting curriculum is a strength of the school. Pupils achieve well in a range of subjects, such as music, art, geography and history. Increasingly, teachers’ effective planning leads to the needs of pupils being met in a wide range of subjects across the curriculum. As a result, pupils make strong progress. Pupils do particularly well in religious education. They learn about different religions and have opportunities to discuss complex questions in lessons. Pupils find topics within the curriculum very interesting. For example, pupils are encouraged to develop their knowledge, skills and understanding in history and geography, and to produce high-quality written responses. Lessons have strong links with home learning. Pupils are keen to do homework. They produce highquality work that promotes their deep understanding. Disadvantaged pupils make increasingly improved progress across year groups. A clear and purposeful pupil premium strategy supports all staff in ensuring that disadvantaged pupils who underachieve are helped to catch up. Outcomes for disadvantaged pupils have improved in reading, writing and mathematics, so that in most year groups they achieve as well as others do nationally. Leaders have made raising attendance rates a priority this year. Overall, attendance in 2017 was broadly average. This year, leaders have monitored the attendance of pupils more closely. Consequently, the number of pupils who frequently miss school has decreased significantly this year. Overall, attendance of current pupils is broadly average, but a small number of disadvantaged pupils have weaker attendance. Governors regularly challenge leaders. Governors receive pupils’ outcomes information from leaders and from the ‘progress group’. Consequently, governors are better informed about school issues than they have been in previous years. Governors are passionate about providing a high-quality education and they frequently visit the school so that they can monitor how effective leaders’ actions are. Next steps for the school Leaders and those responsible for governance should ensure that: leaders and teachers use pupils’ progress information effectively to make sure that outcomes further improve, particularly for the most able pupils in mathematics attendance continues to improve, particularly for disadvantaged pupils.

Southover CofE Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>71, "agree"=>25, "disagree"=>3, "strongly_disagree"=>1, "dont_know"=>0} UNLOCK Figures based on 156 responses up to 24-01-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>79, "agree"=>17, "disagree"=>2, "strongly_disagree"=>1, "dont_know"=>1} UNLOCK Figures based on 156 responses up to 24-01-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>55, "agree"=>37, "disagree"=>3, "strongly_disagree"=>1, "dont_know"=>4} UNLOCK Figures based on 156 responses up to 24-01-2024
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>67, "strongly_agree"=>10, "agree"=>13, "disagree"=>3, "strongly_disagree"=>3, "dont_know"=>5} UNLOCK Figures based on 156 responses up to 24-01-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>65, "agree"=>32, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>1} UNLOCK Figures based on 156 responses up to 24-01-2024
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>24, "strongly_agree"=>46, "agree"=>23, "disagree"=>4, "strongly_disagree"=>1, "dont_know"=>3} UNLOCK Figures based on 156 responses up to 24-01-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>58, "agree"=>26, "disagree"=>16, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 19 responses up to 24-01-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>44, "agree"=>40, "disagree"=>8, "strongly_disagree"=>1, "dont_know"=>8} UNLOCK Figures based on 156 responses up to 24-01-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>58, "agree"=>35, "disagree"=>2, "strongly_disagree"=>1, "dont_know"=>3} UNLOCK Figures based on 156 responses up to 24-01-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>47, "agree"=>47, "disagree"=>5, "strongly_disagree"=>1, "dont_know"=>0} UNLOCK Figures based on 156 responses up to 24-01-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>60, "agree"=>35, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>3} UNLOCK Figures based on 156 responses up to 24-01-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>63, "agree"=>34, "disagree"=>1, "strongly_disagree"=>1, "dont_know"=>1} UNLOCK Figures based on 156 responses up to 24-01-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>53, "agree"=>35, "disagree"=>1, "strongly_disagree"=>1, "dont_know"=>10} UNLOCK Figures based on 156 responses up to 24-01-2024
Yes No {"yes"=>97, "no"=>3} UNLOCK Figures based on 156 responses up to 24-01-2024

Responses taken from Ofsted Parent View

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