Sutton CofE VC Infant School
Catchment Area, Reviews and Key Information

Primary
PUPILS
62
AGES
4 - 7
GENDER
Mixed
TYPE
Voluntary controlled school
SCHOOL GUIDE RATING
Not Rated

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
0344 800 8020

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
(30/1/19)
Full Report - All Reports
97%
NATIONAL AVG. 93%
Happiness Rating

Ofsted Parent View

18.0:1
NATIONAL AVG. 20.7:1
Pupil/Teacher ratio
Small Data Set
NATIONAL AVG. 8.2%
Persistent Absence
21%
NATIONAL AVG. 20.8%
Free school meals
11.3%
NATIONAL AVG. 12.6%
Pupils with SEN support
Denise Close
Off Laxfield Road
Sutton
Norwich
NR12 9QP
01692580608

School Description

The leadership team, guided by strong governance, has maintained the good quality of education in the school since the previous inspection. In a period where there have been significant changes in staffing, leaders and governors have maintained the caring ethos in which many pupils succeed socially and academically. Adults know pupils well and use this information to make sure that the curriculum, care and learning environment are adapted to the needs of each age group. For example, leaders have made sure that the early years outdoor learning space is full of resources that help children develop their social and team-working skills. The school is one of three in the Swallowtail Federation of Schools (the federation). Being part of the federation is having a significant beneficial impact on the quality of education provided. Staff and leaders gave numerous examples of how the training, sharing of good practice and school-to-school checks on the accuracy of assessment information are helping improve the quality of their work. Inspection evidence endorses their views. Teachers and teaching assistants are unanimously supportive of leaders’ work. Staff told me that they are well led, listened to and cared for. They also explained that where there have been changes, leaders are considerate of their workload. Morale is high, and staff are reflective practitioners who are keen to improve. Consequently, when leaders act to bring about improvements, staff work together to make sure they are successful. An example of the impact of this is the success with which staff have worked together to improve how reading is taught across the school since the previous inspection. During the well-attended parent and child reading session on the morning of this inspection, pupils demonstrated that they are keen and increasingly accomplished readers. A high proportion of pupils achieve the expected standard in reading by the end of key stage 1. You and your senior team have carefully crafted a strategy to involve parents in the work of the school and their children’s learning. Parents are highly appreciative of the work of leaders and their staff. They told me that leaders have gone to considerable lengths to make sure parents are well informed about and, where appropriate, included in their children’s learning. One successful example of this is the home visits that the early years leader makes to meet with children, and their families, before the children join the school. Parents commented on how welcoming staff are and how teachers successfully ‘fulfil our children’s individual needs’. Almost all parents who responded to Ofsted’s online questionnaire, Parent View, would recommend the school to other parents. Pupils’ behaviour is reflective of the school’s values of kindness, friendship and courage. Significantly, pupils recognise the impact and importance of these values in their school life. One pupil explained how they make school a, ‘safe place to make friends and learn’, while another explained how, ‘courage makes me try harder in my learning’. The respectful relationships that exist in school contribute to the happy, positive atmosphere of which staff and pupils are justifiably proud. Governors share leaders’ highest aspirations for pupils and staff. Governors, several of whom have experience in education, have played their full part in sustaining and building on the good quality of education provided. The governing body gains its information about the quality of education from a variety of sources, including the head of school, subject leaders and their own visits to the school. When good practice has been identified, governors rightly acknowledge staff’s work and then ask the question, ‘How can we build on this?’ Governors are themselves reflective. While they know what is taught across the wider curriculum they do not have such a clear grasp of the quality of that which is being taught. Safeguarding is effective. Leaders have made sure that maintaining pupils’ well-being is at the forefront of staff’s work. Adults receive appropriate safeguarding training and updates. Leaders assure themselves of staff’s understanding of school safeguarding systems by carrying out random spot checks of adults’ knowledge of policy and procedures. This helps to ensure that staff take seriously their responsibilities with regard to keeping pupils safe. Teachers and teaching assistants explained to me the importance of noting any concerns they have and recording every detail with care and precision. Staff told me that when they pass on any niggles or concerns they have about a pupil’s welfare to leaders they are acted upon swiftly and effectively. Leaders’ securely kept and carefully maintained records confirm this to be the case.

Sutton CofE VC Infant School Parent Reviews



92% Parents Recommend This School
Strongly Agree 78% Agree 19% Disagree 3% Strongly Disagree 0% Don't Know 0% {"strongly_agree"=>78, "agree"=>19, "disagree"=>3, "strongly_disagree"=>0, "dont_know"=>0} Figures based on 36 responses up to 05-02-2019
Strongly Agree 83% Agree 14% Disagree 3% Strongly Disagree 0% Don't Know 0% {"strongly_agree"=>83, "agree"=>14, "disagree"=>3, "strongly_disagree"=>0, "dont_know"=>0} Figures based on 36 responses up to 05-02-2019
Strongly Agree 69% Agree 22% Disagree 6% Strongly Disagree 3% Don't Know 0% {"strongly_agree"=>69, "agree"=>22, "disagree"=>6, "strongly_disagree"=>3, "dont_know"=>0} Figures based on 36 responses up to 05-02-2019
Strongly Agree 72% Agree 22% Disagree 3% Strongly Disagree 3% Don't Know 0% {"strongly_agree"=>72, "agree"=>22, "disagree"=>3, "strongly_disagree"=>3, "dont_know"=>0} Figures based on 36 responses up to 05-02-2019
Strongly Agree 78% Agree 17% Disagree 3% Strongly Disagree 3% Don't Know 0% {"strongly_agree"=>78, "agree"=>17, "disagree"=>3, "strongly_disagree"=>3, "dont_know"=>0} Figures based on 36 responses up to 05-02-2019
Strongly Agree 53% Agree 33% Disagree 6% Strongly Disagree 6% Don't Know 3% {"strongly_agree"=>53, "agree"=>33, "disagree"=>6, "strongly_disagree"=>6, "dont_know"=>3} Figures based on 36 responses up to 05-02-2019
Strongly Agree 61% Agree 33% Disagree 3% Strongly Disagree 0% Don't Know 3% {"strongly_agree"=>61, "agree"=>33, "disagree"=>3, "strongly_disagree"=>0, "dont_know"=>3} Figures based on 36 responses up to 05-02-2019
Strongly Agree 42% Agree 25% Disagree 3% Strongly Disagree 0% Don't Know 31% {"strongly_agree"=>42, "agree"=>25, "disagree"=>3, "strongly_disagree"=>0, "dont_know"=>31} Figures based on 36 responses up to 05-02-2019
Strongly Agree 67% Agree 25% Disagree 3% Strongly Disagree 6% Don't Know 0% {"strongly_agree"=>67, "agree"=>25, "disagree"=>3, "strongly_disagree"=>6, "dont_know"=>0} Figures based on 36 responses up to 05-02-2019
Strongly Agree 61% Agree 28% Disagree 6% Strongly Disagree 3% Don't Know 3% {"strongly_agree"=>61, "agree"=>28, "disagree"=>6, "strongly_disagree"=>3, "dont_know"=>3} Figures based on 36 responses up to 05-02-2019
Strongly Agree 61% Agree 31% Disagree 6% Strongly Disagree 3% Don't Know 0% {"strongly_agree"=>61, "agree"=>31, "disagree"=>6, "strongly_disagree"=>3, "dont_know"=>0} Figures based on 36 responses up to 05-02-2019
Yes 92% No 8% {"yes"=>92, "no"=>8} Figures based on 36 responses up to 05-02-2019

Responses taken from Ofsted Parent View

Your rating:
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