Standens Barn Primary School
Catchment Area, Reviews and Key Information

Primary
School Guide Rating
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Flaxwell Court
Standens Barn
Northampton
NN3 9EH
01604413151
Pupils
394
Ages
4 - 11
Gender
Mixed
Type
Academy converter
4 1 1 2 3 4
NATIONAL AVG. 2.08
Ofsted Inspection
(3/7/18)
Full Report - All Reports
53%
NATIONAL AVG. 65%
% pupils meeting the expected standard in reading, writing and mathematics
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School Description

The leadership team has maintained the good quality of education in the school since the last inspection. The school values its partnership with parents and carers, who are encouraged to play an active role in their children’s learning. One parent said: ‘The school involves parents in how they teach phonics.’ Pupils explained the importance of respect, responsibility and valuing others, which form the core of the school’s ethos. Pupils told me that they are happy to come to school and they are appreciative of the range of clubs, visits and wider opportunities planned to stimulate their interest. They spoke enthusiastically about the challenge and fun in preparing for a performance of a collection of Shakespeare’s works. Pupils are confident, polite and articulate. They enjoy playing a part in the smooth running of the school by contributing to the school’s policies on behaviour. One pupil summed up his awareness of rights and responsibilities by saying: ‘We have to make it work.’ Pupils are confident that concerns are dealt with quickly and effectively. Pupils are proud of the different roles and responsibilities they take on, such as leading fundraising activities for local and national charities and raising awareness of how to stay safe and healthy. Recently, a group of children produced and presented a video to the whole school to reinforce these messages. Evaluating the impact of such experiences, one pupil said: ‘We will continue with this in later life.’ Pupils are motivated learners. Classrooms, corridors and outside spaces are stimulating and highly engaging places to learn. Teachers provide displays which support pupils’ learning effectively. Pupils’ work is proudly displayed in classrooms and around the school. The governing body provides effective support for the school. Governors have a range of relevant skills and experience to support the work of the school. For example, governors monitored the impact of a recent initiative to improve pupils’ attendance. The governing body has an action plan in place which links to the school’s development plan. This enables governors to focus their visits on the school’s work to address their improvement priorities. Governors have ensured that, as a body, they are well trained and receive professional development in their role. They have a thorough understanding of their roles and responsibilities. You have addressed the key priorities that were identified as needing improvement at the last inspection. You have ensured that staff have higher expectations of what pupils can achieve in lessons and over time. Senior leaders and middle leaders collect information to check the progress of pupils through regular meetings. Leaders check pupils’ learning so they can improve the quality of teaching. Your staff have worked effectively on developing the learning culture, ensuring that pupils have a ‘can-do’ attitude to learning. Where pupils need to catch up, you provide additional support swiftly. In order to ensure further improvements for the pupils, you have successfully introduced a reading scheme to develop pupils’ skills in deeper analysis of texts. You have also introduced a mathematics scheme in key stages 1 and 2 to develop pupils’ reasoning skills. During our tour of the school, we noted that in some classes in key stages 1 and 2, teachers were not designing tasks effectively to ensure that the most able pupils, including the most able disadvantaged pupils, make the progress of which they are capable in writing and mathematics. Pupils’ books showed that some tasks did not challenge these pupils sufficiently. Safeguarding is effective. You have ensured that all safeguarding arrangements are fit for purpose. You are diligent and tenacious in your approach to safeguarding. You use your breadth of knowledge well to engage a range of external support services to meet pupils’ needs. You are insistent that pupils receive appropriate care and support. Checks to ensure that staff are suitable to work with children are comprehensive and are kept securely. Members of the governing body make thorough checks on all safeguarding practices. The school’s systems and procedures are robust. Leaders, including governors, have developed a strong and effective culture of safeguarding. Staff receive regular, good-quality training. They are knowledgeable about their responsibilities. They are vigilant and confident about reporting any concerns that a pupil may be at risk. High-quality, detailed records show that you manage concerns swiftly and understand the procedures for referring pupils to other agencies.

Standens Barn Primary School Catchment Area Map

This pupil heat map shows where pupils currently attending the school live.

Enter a postcode to see where you live on the map
heatmap example
Source:
All attending pupils
National School Census Data 2020
ONS
Pupil heat map key

How many pupils attending the school live in the area?

Many
Some
Few



The concentration of pupils shows likelihood of admission based on distance criteria

0300 126 1000

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 areas from which pupils are admitted to a school can change from year to year to reflect the number of siblings and pupils admitted under high priority admissions criteria.

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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