Stoke Gabriel Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
106
AGES
2 - 11
GENDER
Mixed
TYPE
Academy converter
SCHOOL GUIDE RATING
unlock
UNLOCK

Can I Get My Child Into This School?

Enter a postcode to see where you live on the map
heatmap example
Sample Map Only
Very Likely
Likely
Less Likely

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
0345 155 1019

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
(11/12/2018)
Full Report - All Reports
40%
NATIONAL AVG. 60%
% pupils meeting the expected standard in reading, writing and mathematics



Unlock The Rest Of The Data Now
We've Helped 20 Million Parents
  • See All Official School Data
  • View Catchment Area Maps
  • Access 2024 League Tables
  • Read Real Parent Reviews
  • Unlock 2024 Star Ratings
  • Easily Choose Your #1 School
£19.95
Per month

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)
School Hill
Stoke Gabriel
Totnes
TQ9 6ST
01803782469

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You have a strong commitment to ensuring that pupils receive a rounded education that prepares them well for life in modern Britain. Together with the staff and governors, you have created a welcoming and vibrant learning environment that promotes pupils’ enthusiasm for learning. Pupils arrive at school promptly each morning, eager to learn, and they are warmly greeted by you and your staff. Parents and pupils appreciate the welcome you bring at the start of the school day. The school joined Link Academy Trust in April 2016. The trust has worked closely with leaders to bring about further strategic improvements. Since joining the trust, you have made good use of its expertise and support. The local governing board is effective and has a good understanding of the school and the aims of the trust. They ask challenging questions and routinely visit the school to check that planned actions are taking shape. Your evaluation of the school’s effectiveness is accurate. You have a precise view of the school’s strengths and areas for further development. Leaders make effective use of monitoring systems to quickly establish the school’s strengths and weaknesses. You acknowledge that more pupils are capable of achieving the higher standards in writing and mathematics by the end of key stage 2. The vast majority of parents who responded to Ofsted’s online questionnaire, Parent View, were very positive about the school and the progress their children make. The parents I talked to during the inspection confirmed that they are pleased with the quality of education that their children receive. However, a small minority of parents raise concerns that bullying is not managed effectively. Pupils, however, were adamant that bullying at school does not exist. They told the inspector that bullying is often mistaken for ‘falling out’. You and the leaders from the trust recognise that more needs to be done to improve communication with parents. Pupils are well behaved, polite and sociable. They enjoy school and find the opportunities that are provided for them stimulating and fun. As a result, they listen carefully in lessons and work hard. Safeguarding is effective. Leaders and governors have ensured that safeguarding arrangements are fit for purpose. Pre-employment checks on staff are precise and systematic. Safeguarding and child protection training is carried out regularly and this ensures that staff are aware of any risks to children. This includes training on the ‘Prevent’ duty to protect children from radicalisation and political extremism. Staff have a good understanding of their responsibilities and are taking effective steps to ensure that pupils understand how to stay safe. Most parents, rightly, believe that pupils are safe in school. Pupils are confident that teachers and staff keep them safe. Pupils identify different ways that the school teaches them to be safe, including when using the internet, and know what action to take if they ever feel at risk. Inspection findings At the start of the inspection, we agreed on four lines of enquiry. The first of these related to pupils’ attendance, which has remained below the national average for several years. You and your office team work diligently with pupils who are absent from school. You have introduced a new system for identifying pupils who are at risk of poor attendance. This is followed up further with reports to local agencies. Where no improvements are seen, leaders, with support from the education welfare officer, take further action. Consequently, leaders’ actions to reduce persistent absence and improve attendance have been successful. Next, I checked how leaders’ actions were improving the quality of reading across key stage 1. In 2018, pupils’ attainment in reading was lower than that seen in writing and mathematics. I listened to pupils in key stage 1 read. Pupils discussed their chosen books in great detail. Most pupils read with fluency and, in some cases, expression and intonation. You have promoted the value of reading successfully. Pupils’ reading records provide a helpful communication link between reading at home and school. Pupils particularly enjoy the challenges you have set, and they are motivated by the new online reading programme. As a result, current pupils make good progress in reading. My third line of enquiry was to consider the depth and breadth of the school’s curriculum. Leaders have been successful in introducing a new approach to the curriculum from September 2018. The curriculum leader has a strong rationale for the curriculum’s design. Teaching staff regularly review the curriculum to ensure that it meets the school’s vision to ‘enlighten pupils’ curiosity’. Pupils have a wide range of opportunities to develop their literacy and numeracy skills. They value the wider curriculum that the school provides. For example, pupils in Years 5 and 6 report that the visit to Slapton Sands helped them develop a better understanding of how the allied forces rehearsed for the D-Day landings. This approach has been particularly effective in improving the quality of teaching in subjects such as history, geography and music. The quality of art that is displayed around the school is of a high standard. Pupils have developed a broad range of artistic skills. However, across the school, the quality of pupils’ written work in wider curriculum subjects is not of the same standard as that seen in English and mathematics books. Pupils’ handwriting and presentation are particularly weak. The curriculum is focused on pupils’ learning about both the local and wider area. Pupils benefit from an array of extra-curricular activities, for instance rock climbing and sailing. They welcome the opportunity to represent their school in the community by attending homes for the elderly, where they read and play games together. This has a positive impact on pupils’ social and moral development. My final line of enquiry was to look closely at the provision for the most able pupils in key stage 2. In 2018, the proportion of pupils who attained a higher standard in writing and mathematics was not as high as it was in reading. Work in pupils’ books and the school’s performance information confirm that there remains some variability in the impact of teaching for the most able pupils. In some year groups, teachers do not use what pupils know, understand and can do to plan and adapt tasks that challenge pupils’ thinking and deepen their understanding. Some of the most able pupils report that they find work too easy. As a result, the most able pupils do not make the progress of which they are capable in writing and mathematics. Next steps for the school Leaders and those responsible for governance should ensure that: they improve the consistency of teaching in writing and mathematics so that the most able pupils can excel and achieve the higher standards that they are capable of by the end of Year 6 the headteacher, senior leaders and staff continue to work with parents to improve relationships, especially when parents have concerns about attendance and bullying teachers have high expectations and adopt a consistent approach to the teaching of handwriting to improve the quality of pupils’ presentation across the full range of curriculum subjects.

Stoke Gabriel Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>79, "agree"=>21, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 29 responses up to 26-03-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>83, "agree"=>17, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 29 responses up to 26-03-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>38, "agree"=>52, "disagree"=>10, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 29 responses up to 26-03-2024
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>69, "strongly_agree"=>10, "agree"=>14, "disagree"=>0, "strongly_disagree"=>3, "dont_know"=>3} UNLOCK Figures based on 29 responses up to 26-03-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>72, "agree"=>24, "disagree"=>3, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 29 responses up to 26-03-2024
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>24, "strongly_agree"=>62, "agree"=>10, "disagree"=>3, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 29 responses up to 26-03-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>100, "agree"=>0, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 10 responses up to 26-03-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>24, "agree"=>72, "disagree"=>3, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 29 responses up to 26-03-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>62, "agree"=>38, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 29 responses up to 26-03-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>45, "agree"=>55, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 29 responses up to 26-03-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>55, "agree"=>41, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>3} UNLOCK Figures based on 29 responses up to 26-03-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>79, "agree"=>17, "disagree"=>3, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 29 responses up to 26-03-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>66, "agree"=>34, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 29 responses up to 26-03-2024
Yes No {"yes"=>100, "no"=>0} UNLOCK Figures based on 29 responses up to 26-03-2024

Responses taken from Ofsted Parent View

Your rating:
Review guidelines
  • Do explain who you are and your relationship to the school e.g. ‘I am a parent…’
  • Do back up your opinion with examples or clear reasons but, remember, it’s your opinion not fact.
  • Don’t use bad or aggressive language.
  • Don't go in to detail about specific staff or pupils. Individual complaints should be directed to the school.
  • Do go to the relevant authority is you have concerns about a serious issue such as bullying, drug abuse or bad management.
Read the full review guidelines and where to find help if you have serious concerns about a school.
We respect your privacy and never share your email address with the reviewed school or any third parties. Please see our T&Cs and Privacy Policy for details of how we treat registered emails with TLC.


News, Photos and Open Days from Stoke Gabriel Primary School

We are waiting for this school to upload information. Represent this school?
Register your details to add open days, photos and news.

Do you represent
Stoke Gabriel Primary School?

Register to add photos, news and download your Certificate of Excellence 2023/24

*Official school administrator email addresses

(eg [email protected]). Details will be verified.

Questions? Email [email protected]

We're here to help your school to add information for parents.

Thank you for registering your details

A member of the School Guide team will verify your details within 2 working days and provide further detailed instructions for setting up your School Noticeboard.

For any questions please email [email protected]