Stanford In the Vale CofE Primary School Catchment Area
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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 pupilsNational 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:
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.
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.
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.
Stanford In the Vale CofE Primary School Key Information
Leaders and governors have maintained a good and improving quality of education in the school since the last inspection. You have forged a strong senior leadership team whose members are all very ambitious for the pupils in your care, and passionate to improve the quality of provision at Stanford. Together, you provide very clear and effective leadership which is recognised and valued by pupils, staff, parents and the local authority. Pupils and parents are rightly proud of the school and all that it achieves, and contributes, at the heart of the village community. As one parent said: ‘The school, its ethos, its teachers and the education that is provided to our children, is nothing short of spectacular. In a rural setting where the school plays a fundamental part of village life, our children are taught, from their first day, the importance of respect and kindness and to enjoy learning in a fun environment.’ Leaders and governors have been particularly successful in working with a local charity and the ‘Friends of Stanford School’ to make improvements to the school’s grounds. The early years outdoor area, and the wide range of play equipment in the playground and school field, offer first-class learning and play areas which are relished by the children and a real credit to you and the village. Stanford School offers a particularly nurturing and inclusive community. From Reception Year onwards, the habits of good learning are established through the strong relationships that are fostered between staff and pupils. Older pupils are proud to support younger ones through becoming play leaders or peer mediators. As a result, pupils gain confidence, are articulate and display highly positive attitudes towards learning, their school and each other. Pupils apply themselves diligently to the tasks they are given and take pride in their work and achievements. One parent commented: ‘I am always impressed by the way they encourage even the quietest children to participate in the whole class assemblies which seems invaluable in building confidence and class cohesiveness.’ Several parents were keen to share their views as to how well they believe your school prepared their older children for secondary school. During your school’s last inspection, the inspector recognised many strengths, including: the high quality of teaching; the involvement of pupils in the planning of topics to capture their interest; pupils’ good behaviour; and the support for pupils who have special educational needs and/or disabilities. These continue to be key strengths of the school. The inspector also identified a need to increase the progress that all pupils, particularly the most able, make in writing and for teachers to give pupils more opportunities to be independent in their learning. Leaders and governors have responded well to these areas for improvement. Implementing a school-wide focus on developing pupils’ storytelling skills has enabled them to become more independent in their extended and creative writing. However, you are aware that more still needs to be done to improve pupils’ spelling, punctuation and grammar skills and to continue to improve the level of challenge for the most able pupils across the curriculum. Governors are a professional and dedicated team with a detailed understanding of the school. They are kept well informed through regular visits to the school and via leaders’ detailed tracking and assessment information. Your school’s self-evaluation and improvement planning are robust, have clear targets and are appropriately focused. You have identified the correct priorities for further improvement and are taking the right actions to achieve them. You have prioritised raising standards in writing and mathematics and are aware that there is more to be done to ensure greater consistency of challenge, particularly for the most able pupils. While you have improved curriculum planning in English and mathematics, there is more to do to ensure that there are increasing demands made on pupils in science and the wider curriculum. Safeguarding is effective. You have ensured that safeguarding arrangements are robust and that there are well-understood systems in place to manage safeguarding requirements. There is a culture of vigilance and the school’s records are carefully maintained, detailed and of high quality. All staff have up-to-date training to an appropriate level so they know what to do should they be worried about a pupil. Governors are very knowledgeable about safeguarding and ensure that this aspect of the staff’s work is given high priority and meets current requirements. The school’s website is professional, up to date, meets the government’s reporting requirements, and contains a wealth of useful information for parents, including much that relates to 2 safeguarding and the promotion of equalities. Overall, pupils’ attendance is above the national average. You recognise that some groups of pupils, including the disadvantaged, had poor attendance rates in the past. The school has worked closely with outside agencies to support improvements, but leaders are aware that more detailed monitoring of the attendance of groups would enable better targeting of limited resources. Bullying and discrimination are rare and pupils report that they know how to keep themselves safe, including when on the internet. Pupils know who to go to should they have any concerns and trust staff to resolve them. All staff and parents agree and report that pupils feel safe and well looked after at Stanford in the Vale School. As some of the pupils told me during this inspection, ‘The best thing about our school is that we all get along well,’ and ‘We make friends easily here.’ Inspection findings During this visit, as well as evaluating safeguarding arrangements, I focused on specific aspects of the school’s provision, including: – the progress pupils make in Reception, particularly in mathematics and the expressive arts, and how effectively children progress into key stage 1 – whether the dip in the 2017 key stage 2 results, published on the school website, particularly for writing, is indicative of current pupils’ progress – how effectively leaders are ensuring that the attendance of vulnerable pupils is continuing to improve – the quality of learning in the wider curriculum. Leaders and governors have worked with the local community to reorganise and improve the quality of provision for the Reception Year. Consequently, the indoor and outdoor environments offer a wealth of well-organised, rich and stimulating learning opportunities. Children gain confidence from their good relationships with staff and collaborative play with others in their class. They make good progress and develop communication and literacy skills that prepare them well for key stage 1. Improved planning has enhanced the provision in mathematics and expressive arts. The high-quality teaching of phonics and useful resources provided to parents underpin the good progress that pupils make in reading. The proportion of pupils that achieve the expected standard in the phonics screening check at the end of Year 1 is in line with the national figure and nearly all pupils have achieved the expected standard by the end of Year 2. Historically, the proportions of pupils achieving the expected standard and greater depth in reading, writing and mathematics at the end of Year 2 were in line with national figures. Leaders are acutely aware that the, as yet unvalidated, 2017 key stage 1 outcomes dipped significantly. Detailed analysis reveals that this is not a trend and leaders have taken decisive action to restructure teaching and learning to ensure that these pupils are supported to catch up.
Stanford In the Vale CofE Primary School Parent Reviews
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