Stretton Sugwas CofE Academy
Catchment Area, Reviews and Key Information

School Guide Rating

Stretton Sugwas
2 - 11
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4 1 1 2 3 4
Ofsted Inspection
Full Report - All Reports
% 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. 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 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
All attending pupils
National School Census Data 2020
Pupil heat map key

How many pupils attending the school live in the area?


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

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 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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