St Leonard's CofE First School
Catchment Area, Reviews and Key Information

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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
01785 278593

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.

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ST18 9AG

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. In November 2016, the school became part of the Trinity Federation. It is one of three local schools in the federation. Since your appointment as executive headteacher in January 2017, you have set high expectations for what pupils can achieve. You are ably supported by your staff who share your vision. The changes you have brought to the school seek to instil a lifelong desire to ‘love to learn, learn to love’ in the pupils and staff. For example, the development of classrooms which have vibrant wall displays that motivate pupils in their learning. Pupils’ work, in a range of subjects, is displayed attractively in classes and around the school. This boosts pupils’ self-esteem and confidence as learners because they can see that they are valued. One of the strengths of the school is the pupils’ attitude to learning. Pupils work hard to support each other in lessons. They are polite, resilient and take pride in their school. You provide clear direction for the school’s improvement. You have focused strongly on academic success, as well as providing opportunities for pupils to participate in a range of additional activities. This has been successful. You appreciate that you serve a close-knit community and have created a learning environment that promotes your core values through strong links to the church and diocese. The majority of parents and carers are highly supportive of the school. The leadership team is determined to do the best for all the pupils. You have addressed the aspects for improvement that were identified in the previous inspection. You have improved the quality of teaching by making sure teachers seek out and take on board the very best practice in their own and other schools. You also make sure that teachers of older pupils follow the school’s homework policy and set regular amounts of homework. You, together with leaders and governors, have accurately identified the correct priorities for continued improvement. For example, you have recognised the need to improve pupils’ spelling in all subjects and allow greater opportunities for pupils to write more extensively in subjects other than English. In this smaller than averagesize first school, I recognise results can vary considerably because of the small numbers taking the tests. Safeguarding is effective. The leadership team at St Leonard’s has ensured that all safeguarding arrangements are fit for purpose. There is a high level of trust and communication between staff and parents, who feel confident that their children are safe. Leaders and governors monitor safeguarding concerns carefully. They make sure that all incidents are logged and followed up meticulously. Training is arranged for staff that ensures all have the necessary skills to identify issues early. The school helps families with their wider needs, including advice on who they should approach for support. The pupils I spoke with told me that they can talk to members of staff if they are worried. They spoke confidently about how the school has taught them to stay safe when working online. Pupils referred to specific lessons they can remember where they were taught the many advantages, and sometimes disadvantages, of using the internet. Inspection findings I began by evaluating leaders’ actions to improve outcomes for disadvantaged pupils at the end of key stage 1. In 2017, the proportion of disadvantaged pupils who attained the expected standard and those who were working at greater depth in reading, writing and mathematics was below the national average. Their attainment in science, too, was below the national average. Leaders at all levels have correctly identified this as a priority and teachers have a stronger focus on this group of pupils’ learning. Additionally, you have recognised that, over the past three years, the performance of the small numbers of disadvantaged pupils in the national assessments has been inconsistent and below the national average. Teachers and teaching assistants carefully track and check disadvantaged pupils’ progress in reading, writing and mathematics. They use this information well to put interventions in place to meet the needs of pupils identified as falling behind. As a result, most of these pupils are making good progress. The next key line of enquiry focused on the teaching of phonics and the reasons 2 for an apparent decline in the phonics screening check outcomes over the past three years, even though outcomes have remained above the national figure. The school has recognised this concern and is ensuring that strong progress in reading for all pupils is a priority for leaders. Your sharpened focus on phonics is proving to be successful. Staff now track pupils’ progress in phonics, identifying gaps in understanding at an early stage and putting in place appropriate support for pupils. On our visits to lessons, we saw pupils using their developing phonics skills well. The proportion of children reaching a good level of development at the end of the early years has fluctuated over the past three years, dipping slightly in 2017 to below the national average. In this small school, the achievement of only one or two children can have a significant impact on overall results. The 2017 cohort included several children who have special educational needs (SEN) and/or disabilities. Leaders are ensuring that these pupils are receiving appropriate additional support in Year 1 so they make rapid gains to catch up in their learning. Scrutiny of work completed by children currently in the early years indicates that they are making good progress from their starting points. We found that most children start Reception with knowledge and skills that are broadly typical for their age. In our walk through the Reception class, we found that children listen well to adults and to each other. Children are very good at taking turns in play and sharing and have very good attitudes to work. For example, we saw children successfully doubling numbers and then proudly showing their work to the teacher. Leaders acknowledge indoor provision is good in Reception but outdoor equipment and provision are poorer, particularly a lack of space sometimes preventing children from making the progress of which they are capable. The last key line of enquiry looked at leaders’ actions to ensure that attendance remains above the national average. This was because pupils’ absence has slowly risen over the past three years. In this small school, the attendance of one or two pupils’ can have a substantial impact on overall figures. Nevertheless, leaders have in place strategies to address this, including monitoring attendance information carefully, following up any causes for concern and effectively deploying key staff to support pupils, particularly if circumstances might make their families vulnerable. Current attendance data remains above the national average and is continuing to improve. The three schools in the federation have invested time and finances, including organising joint training programmes, sharing resources and providing opportunities for teachers to moderate each other’s work, and are benefiting from the collaboration.

St Leonard's CofE First School Parent Reviews

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