St Edmund's CofE (C) Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
249
AGES
3 - 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 500 80 80

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
(29/06/2021)
Full Report - All Reports
56%
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)
Church Hill Avenue
Mansfield Woodhouse
Mansfield
NG19 9JU
01623646624

School Description

This is a happy and harmonious school. Pupils are highly positive about St Edmund’s Church of England Primary School. They say that their teachers are ‘the best of the best’. Pupils say that learning in their school is fun. They are enthusiastic about the rewards they receive for behaving well, good attendance and reading at home. The school is highly regarded in the local community. Parents and carers value the support that their children receive from staff. Many parents praise the work of the school. One parent said, ‘It is more like a family than a school.’ Leaders are ambitious for every pupil. They want pupils to leave the school with the skills and attributes they need to succeed in life. The school’s ethos is rooted in the values of truth, trust, responsibility, respect, compassion, justice and forgiveness. Integrity is at the heart of the school’s work and pupils understand that this means ‘doing the right thing, even when no one is looking’. Pupils behave well in lessons and around school. Pupils appreciate that teachers give them ‘thinking time’ if they get something wrong. They recognise that this gives them an opportunity to reflect on how they might do things differently the next time. They say, ‘We don’t really have bullies in this school – it isn’t allowed.’ What does the school do well and what does it need to do better? Leaders have made sure that pupils learn a broad range of subjects. Curriculum plans are in place for all subjects. These plans identify the important knowledge that pupils need to remember in each year group. This knowledge is planned so that new learning builds on what pupils already know. Curriculum plans also identify subjectspecific vocabulary that will help pupils to remember key learning. For example, in a Year 4 geography lesson, pupils were using technical vocabulary related to rainforests – canopy, forest floor, emergent layer – as they prepared for a debate about deforestation. While regular assessment takes place in English and mathematics, leaders have not yet developed a consistent approach to check what pupils know and remember in foundation subjects. Leaders go to great lengths to ensure that pupils learn to read well and come to love reading. For example, pupils who read regularly at home are rewarded with the opportunity to attend a ‘reading camp’ in the school hall. The school library is well stocked with a range of books, and displays around the school encourage pupils to read. Pupils say that they enjoy reading and like it when their teachers read to them. They can talk about their favourite authors and love the challenge of reading more demanding books. Teachers provide pupils with an opportunity to practise their reading skills in a range of subjects. Phonics is taught systematically. Staff have the knowledge they need to teach phonics well. Teachers check that pupils have learned new sounds. Extra support is given if a pupil is at risk of falling behind. Teachers carefully choose the books that pupils read. The content of these books matches the sounds that pupils already know. As a result, even pupils who find reading difficult read with confidence and enjoyment. The mathematics curriculum is carefully planned out in every year group. Children in early years develop a good understanding of number. This helps them as they learn more complex concepts as they move up through the year groups. Teachers make sure that they have the subject knowledge they need to teach mathematics well. As a result, teachers explain new concepts clearly. Pupils are given time to practise their skills so that they become accurate and fluent mathematicians. Teachers make daily checks that pupils understand what they have learned and to identify gaps in pupils’ learning. Teachers revisit key concepts where this is needed. Extra support is given when pupils have not demonstrated a secure understanding of what they have been taught. Teachers are ambitious that pupils with special educational needs and/or disabilities (SEND) access the same curriculum as other pupils. Also, pupils with SEND have personalised learning plans. These plans are monitored to check that the interventions used are making a difference to how well these pupils are doing. Teachers also understand that some pupils struggle to learn well because they have emotional difficulties. These pupils receive the help that they need through a range of nurture programmes and an individualised approach. Leaders want pupils to move to the next stage of their education having received a range of rich and enjoyable experiences. Opportunities to enhance the curriculum are deliberately chosen and carefully planned. These include: sport, music and the performing arts. Visitors to the school and trips and residential visits add to the curriculum, and pupils speak about these opportunities with enthusiasm. Inspection report: St Edmund’s Church of England (C) Primary School 29 June and 12 July 2021 2 Despite the challenges presented by COVID-19 (coronavirus), there has been a strong sense of community in the school and beyond. Leaders, supported by the governing body, have worked hard throughout the pandemic to make sure that the school has prioritised the right things. However, this has meant that some of the school’s usual plans and checks have, understandably, not been completed. These strategic plans and checks to ensure that the school continues to improve should now be prioritised.

St Edmund's CofE (C) Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>88, "agree"=>12, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 33 responses up to 30-06-2021
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>82, "agree"=>18, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 33 responses up to 30-06-2021
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>61, "agree"=>36, "disagree"=>3, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 33 responses up to 30-06-2021
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>64, "strongly_agree"=>12, "agree"=>9, "disagree"=>0, "strongly_disagree"=>3, "dont_know"=>12} UNLOCK Figures based on 33 responses up to 30-06-2021
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>73, "agree"=>24, "disagree"=>3, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 33 responses up to 30-06-2021
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>33, "strongly_agree"=>33, "agree"=>12, "disagree"=>12, "strongly_disagree"=>6, "dont_know"=>3} UNLOCK Figures based on 33 responses up to 30-06-2021
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>80, "agree"=>0, "disagree"=>0, "strongly_disagree"=>20, "dont_know"=>0} UNLOCK Figures based on 10 responses up to 30-06-2021
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>64, "agree"=>24, "disagree"=>6, "strongly_disagree"=>3, "dont_know"=>3} UNLOCK Figures based on 33 responses up to 30-06-2021
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>70, "agree"=>27, "disagree"=>3, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 33 responses up to 30-06-2021
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>64, "agree"=>33, "disagree"=>3, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 33 responses up to 30-06-2021
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>73, "agree"=>27, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 33 responses up to 30-06-2021
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>61, "agree"=>30, "disagree"=>0, "strongly_disagree"=>6, "dont_know"=>3} UNLOCK Figures based on 33 responses up to 30-06-2021
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>55, "agree"=>30, "disagree"=>9, "strongly_disagree"=>0, "dont_know"=>6} UNLOCK Figures based on 33 responses up to 30-06-2021
Yes No {"yes"=>97, "no"=>3} UNLOCK Figures based on 33 responses up to 30-06-2021

Responses taken from Ofsted Parent View

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