St Andrew's Church of England Voluntary Aided Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
604
AGES
3 - 11
GENDER
Mixed
TYPE
Voluntary aided 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

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
(18/12/2018)
Full Report - All Reports
44%
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)
Grandale
Sutton Park
Hull
HU7 4BL
01482825659

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. From very early on in the inspection, it was clear that you and your staff have created an environment where all pupils are treated as individuals. Parents speak highly of the care and support all pupils receive at the school, and how this approach helps their children to develop their social skills and make the progress they are capable of in their lessons and in their personal development. You have dealt with the recommendations made at the time of your previous inspection. Inconsistencies have been addressed so that now there are very few inconsistencies in the quality of teaching and learning. Where these do exist, you have made sure that the appropriate support is in place to make the necessary improvements. You have also improved the quality of leadership at all levels, adopting a strong model of distributed responsibility. Senior and middle leadership teams are focused and effectively use the information which is routinely and regularly collected to inform their planning and actions. Teachers set high expectations in the classroom for all pupils. In all lessons observed and all books scrutinised, teachers are careful to consider the different starting points and abilities of the pupils. In turn, pupils are clear about their targets, and respond well to the extensive and thorough guidance teachers provide to help them to improve their knowledge, skills and understanding further. Teaching assistants are used skilfully by teachers to support the learning of those pupils who require appropriate prompts and guidance to encourage them to engage in their own independent learning. Leaders check regularly on the quality of teaching and learning, and they have an accurate view of strengths and areas where more development is required. Leaders’ evaluations closely agree with the findings of inspectors. Pupils respond very well to the tasks that they are set. In the lessons we observed, their attitudes to learning were exemplary. In the early years, staff work very effectively to engage the children’s interest and ensure that they sustain concentration. The workbooks inspectors scrutinised were well presented. Pupils told me that they appreciated the school’s rewards for good work and behaviour. They said that during breaktimes they play happily together and are enthusiastic about the recently introduced guided-play sessions during the lunch break, which are supervised and structured by school staff. They talked confidently and proudly about the school’s values of ‘endurance, love and respect’. Pupils enjoy coming to school and their attendance is in line with the national average. Provisional information indicates that attainment at the end of key stage 2 continued to be above average in 2018, particularly in reading. However, pupils’ attainment in mathematics was less strong, and too few of those pupils who are most able have not achieved the greater depth of understanding which you are aiming for. You have responded by ensuring that the teaching and learning approach in mathematics is very well structured, with a focus on problem-solving skills. The school’s achievement information and our scrutiny of pupils’ workbooks showed that, overall, current pupils make strong progress in English and are now making stronger progress in mathematics than they have previously. Pupils achieve well in other subjects too. Assessment is a strength of the school. Leaders monitor pupils’ achievement closely and frequently. They check on the progress of groups of pupils, such as disadvantaged pupils, those with special educational needs and/or disabilities (SEND), and boys and girls. Leaders use the information to identify those pupils who are at risk of falling behind, and to plan further support and any interventions which are required. Pupils benefit from the detailed feedback that they receive from their teachers. You and your staff work very effectively with parents to engage their help in supporting their children’s learning. You talk enthusiastically about the accountability the school has to parents, and about the accountability parents have in supporting the school and their own children’s learning. Pupils read well at your school, using their skills in phonics (letters and the sounds they represent) to access books that interest and engage them, at appropriate levels. You, and the school’s staff, encourage parents to be active in supporting reading at home too. The school’s own records evidence that home-learning activities are regularly 100% completed by pupils. Leaders invite parents into school to explain how teachers approach a learning topic. Leaders have also given parents opportunities to experience the assessments that their children are given, so that they can provide support at home leading up to these assessments. Safeguarding is effective. School leaders and governors fulfil their legal safeguarding duties well. They have ensured that staff are trained regularly. All pupils, including the most vulnerable pupils, are well supported. Policies and procedures are fit for purpose and day-today routines are secure. Records, including the single central record of checks on adults’ suitability to work and volunteer at the school, are diligently maintained. You work successfully with local agencies to be sure that the needs of pupils and their families are addressed effectively. Pupils say that behaviour is good in the school and that they always feel safe. They say that if bullying were to happen, teachers and staff will help to resolve the problems. They have great faith that any adult in the school will listen to them and act on any worries that they may have. Inspection findings During the inspection, we agreed that we would focus on: how well leaders ensure that pupils’ progress in mathematics is strengthened, including that of the most able pupils; how well teaching ensures strong progress of disadvantaged pupils and those with SEND; how leaders ensure that those pupils who do not attend school regularly improve their attendance; and how leaders and governors ensure that the school continues to improve. Provisional performance information for the end of key stage 2 in 2018 indicates that pupils’ progress in mathematics was not as strong as in reading and writing. Over the past two years, you have introduced a structured approach to the teaching of mathematics, which, in both key stage 1 and key stage 2, ensures that in all lessons pupils practise mathematical fluency, reasoning and problemsolving skills. During visits to lessons, and while looking at pupils’ books, inspectors saw clear evidence that pupils are using these skills effectively and making stronger progress. Through the school’s approach to differentiation, which ensures that tasks are matched to pupils’ abilities and starting points, it is also clear that the most able pupils are being stretched and challenged appropriately too. You agree that a priority is now to ensure that pupils benefit from opportunities to further develop their reasoning and problem-solving skills in mathematics, so that a greater proportion of pupils reach the higher standards at the end of key stage 2. Leaders are skilled at checking on the impact of their actions to improve the school. They have, for example, used lesson observation, work sampling and the analysis of pupils’ achievement to judge the effectiveness of the new approaches to teaching mathematics and to improve the quality of boys’ writing. You have identified priorities based on your analysis of pupils’ outcomes. You have informed governors of both outcomes and priorities and they are challenging in their expectations that ‘there is no room at the school for requires improvement’.

St Andrew's Church of England Voluntary Aided Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>82, "agree"=>17, "disagree"=>1, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 169 responses up to 19-12-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>80, "agree"=>20, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>1} UNLOCK Figures based on 169 responses up to 19-12-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>75, "agree"=>23, "disagree"=>1, "strongly_disagree"=>0, "dont_know"=>1} UNLOCK Figures based on 169 responses up to 19-12-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>76, "agree"=>21, "disagree"=>2, "strongly_disagree"=>1, "dont_know"=>1} UNLOCK Figures based on 169 responses up to 19-12-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>76, "agree"=>22, "disagree"=>1, "strongly_disagree"=>0, "dont_know"=>1} UNLOCK Figures based on 169 responses up to 19-12-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>59, "agree"=>36, "disagree"=>4, "strongly_disagree"=>1, "dont_know"=>0} UNLOCK Figures based on 169 responses up to 19-12-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>69, "agree"=>26, "disagree"=>4, "strongly_disagree"=>0, "dont_know"=>1} UNLOCK Figures based on 169 responses up to 19-12-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>55, "agree"=>24, "disagree"=>7, "strongly_disagree"=>2, "dont_know"=>12} UNLOCK Figures based on 169 responses up to 19-12-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>80, "agree"=>18, "disagree"=>2, "strongly_disagree"=>1, "dont_know"=>0} UNLOCK Figures based on 169 responses up to 19-12-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>62, "agree"=>30, "disagree"=>4, "strongly_disagree"=>2, "dont_know"=>2} UNLOCK Figures based on 169 responses up to 19-12-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>67, "agree"=>30, "disagree"=>2, "strongly_disagree"=>1, "dont_know"=>0} UNLOCK Figures based on 169 responses up to 19-12-2018
Yes No {"yes"=>98, "no"=>2} UNLOCK Figures based on 169 responses up to 19-12-2018

Responses taken from Ofsted Parent View

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