Stretton Sugwas CofE Academy
Catchment Area, Reviews and Key Information

Primary
PUPILS
177
AGES
2 - 11
GENDER
Mixed
TYPE
Academy converter
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 2021, ONS
01432 260926 (primary) 01432 260925 (secondary)

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?

4 1 1 2 3 4
NATIONAL AVG. 2.08
Ofsted Inspection
(29/1/19)
Full Report - All Reports
86%
NATIONAL AVG. 65%
% 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 10% of schools in England) Below Average (About 8% of schools in England) Average (About 67% of schools in England) Above Average (About 5% of schools in England) Well Above Average (About 10% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 7% of schools in England) Average (About 64% of schools in England) Above Average (About 9% of schools in England) Well Above Average (About 10% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 11% of schools in England) Average (About 58% of schools in England) Above Average (About 10% of schools in England) Well Above Average (About 10% of schools in England)

School Results Over Time

2017 2018 2019 UNLOCK

% pupils meeting the expected standard in Key Stage 2 tests (age 11)
2017 2018 2019 UNLOCK

% pupils meeting the higher standard in Key Stage 2 tests (age 11)

These results over time show historic performance for key exam results. We show pre-pandemic results as the fairest indicator of whether performance is up, down or stable

Stretton Sugwas
Hereford
HR4 7AE
01432760282

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. Your clear vision and strong leadership have been central to the ongoing success of the school. In September 2018 you became executive headteacher across another school. Despite this additional responsibility, you are still highly visible among pupils, staff and parents. Since the previous inspection, you have worked closely with governors to expand the school. You secured funding for a new classroom and a new building so that you could increase the number on roll, start wrap-around care and a new pre-school. These changes have enhanced the educational offer for the community. A sense of family permeates the school. This is underpinned by your school motto, ‘Each bee plays a part in the hive.’ You have cleverly woven the theme of ‘bees’ into the life of the school. For example, the school keeps its own bees to produce honey and each class is named after a type of bee. Pupils understand that they are part of a team and that their individual behaviours matter. Typical views from parents during the inspection showed that they really appreciate the family feel of the school and how staff understand pupils’ individual needs. One comment typified this view: ‘Staff look for opportunities to help children grow. They recognise individual gifts and talents, particularly in sport and music.’ Pupils are well cared for and, as a result, are happy and enjoy coming to school. There has been a positive response to the areas for improvement outlined at the previous inspection. You have ensured that responsibilities are distributed among other leaders in the school. Leaders feel empowered and make an effective contribution to school improvement. The analysis of assessment information is a noticeable strength. Leaders work closely with staff to analyse pupils’ attainment and evaluate how well they are doing on their journey through school. Pupils who require additional support are identified quickly. Checks carried out on the quality of teaching are not as effective as they should be. Sometimes, staff do not receive sufficiently focused feedback on how to improve their classroom practice. You have ensured that pupils’ grammar, punctuation and spelling skills have improved since the previous inspection. Explicit and effective teaching of spelling has helped pupils to apply their spelling more accurately into longer pieces of writing. The whole-school approach to the teaching of writing is having a positive impact on pupils’ enjoyment of writing and their ability to write at length. The teaching of mathematics is not as effective as it should be. Sometimes pupils are not provided with a sufficient level of challenge, particularly in key stage 1. Pupils’ personal development is extremely well catered for through the wide-ranging enrichment programme. Pupils enjoy playing music, sport and attending a broad range of extra-curricular clubs. The provision for physical activity and sport is particularly diverse. Pupils receive opportunities to take part activities such as crossfit, archery and climbing. Pupils were also proud to share with the inspector that they have won a local debating competition for three consecutive years. Leaders and staff have a good understanding of pupils’ individual needs. You have appointed a learning mentor who provides additional support for pupils, including for pupils from service families. The special educational needs coordinator has worked tirelessly to ensure that pupils who have complex needs receive appropriate support through the provision of an education, health and care plan. Furthermore, through the introduction of pupil passports, staff have a good understanding of how to support pupils who have special educational needs and/or disabilities. Safeguarding is effective. You have ensured that all the arrangements for safeguarding are fit for purpose. The designated safeguarding leads follow up concerns tenaciously. They make referrals to the local authority in a timely way. Record-keeping is thorough. The safeguarding governor carries out effective checks to ensure that leaders are adhering to their statutory responsibilities. High-quality training ensures that staff have a clear understanding of their responsibilities. Safety is taught well through the curriculum and through the provision of wider opportunities. As a result, pupils have a good understanding of how to keep themselves safe. Your own ‘Bee-Safe’ programme has helped pupils to be clear about how to stay safe on the internet. Older pupils are clear about the dangers associated with social media and games that are not age appropriate. You also invite in visitors such as, the police and the National Society for the Prevention of Cruelty to Children, to strengthen important safety messages to pupils.

Stretton Sugwas CofE Academy Parent Reviews



unlock % Parents Recommend This School
Strongly Agree 65% Agree 30% Disagree 6% Strongly Disagree 0% Don't Know 0% {"strongly_agree"=>65, "agree"=>30, "disagree"=>6, "strongly_disagree"=>0, "dont_know"=>0} Figures based on 54 responses up to 30-01-2019
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Figures based on 54 responses up to 30-01-2019

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Figures based on 54 responses up to 30-01-2019

unlock

Figures based on 54 responses up to 30-01-2019

unlock

Figures based on 54 responses up to 30-01-2019

unlock

Figures based on 54 responses up to 30-01-2019

unlock

Figures based on 54 responses up to 30-01-2019

unlock

Figures based on 54 responses up to 30-01-2019

unlock

Figures based on 54 responses up to 30-01-2019

unlock

Figures based on 54 responses up to 30-01-2019

unlock

Figures based on 54 responses up to 30-01-2019

unlock

Figures based on 54 responses up to 30-01-2019

Responses taken from Ofsted Parent View

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