Sutton on the Forest Church of England Voluntary Controlled Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
88
AGES
5 - 11
GENDER
Mixed
TYPE
Voluntary controlled school
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
01609 533679

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
(2/5/18)
Full Report - All Reports
67%
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)
Main Street
Sutton-on-the-Forest
York
YO61 1DW
01347810230

School Description

You and your staff have maintained the good quality of education in the school since the last inspection. Following the retirement of the previous headteacher, an interim headteacher was appointed in September 2017, shared with a nearby school. Since your appointment as substantive headteacher in April 2018, you have swiftly reviewed all areas of the school. The local authority and the Diocese of York supported you very well in managing successfully a difficult transition in school leadership. You appreciate and value this support as you move the school forward in line with your vision for excellence. You acted quickly and correctly identified and prioritised areas for improvement. Since the last inspection, the school has recruited a new chair, and vice-chair, of the governing body, and a new parent governor. You and the governors carefully restructured the staffing of the school to take effect from September 2018. As a result, leadership and management of all areas of the school have been strengthened further. Your passion, enthusiasm and commitment are pivotal in the continuous development of the school. In a very short space of time, you communicated effectively to parents, the clarity of your vision for the school. As a result, relationships with parents are strong and they overwhelmingly support your efforts for further school improvement. Staff morale is high. You have established a very caring, inclusive, warm and loving environment where staff and pupils feel valued and part of a family. Since the last inspection and your appointment in 2018, school leaders and staff have put the children and pupils in your school at the heart of what you do. Leaders’ determination and passion have ensured that all staff focus not only on the progress of pupils, but also on their whole-school experience. As a result, outcomes of pupils have been strong, overall, since the last inspection. Governors have a wide range of skills and expertise. Recent governor appointments have strengthened the governing body further. Governors are committed to continuous school improvement and are routinely involved in school life. As a result, they provide robust challenge and support, to you and your staff, and know the strengths of the school and areas for improvement well. At the last inspection, the school was asked to raise staff expectations of pupils and increase the level of challenge for most-able pupils, particularly in mathematics. Leaders were also advised to improve the opportunities for pupils in Years 2 and 3 to write independently and at length. School leaders acted swiftly to bring about improvement in these areas. They have focused strongly on staff development. Good and outstanding teaching practice has been shared, not only within your school, but also through effective collaborations with other schools and partnerships. Information from assessing pupils is now used more effectively to plan work that is appropriately challenging. Improvements in writing are evident across all year groups. Even so, you know that increasing the proportion of pupils who reach the higher standards by the end of key stages 1 and 2 and strengthening the quality of teaching in writing in Years 2 and 3 are important next steps for bringing about further school improvement. At the last inspection, leaders were also asked to develop the skills of the new staff team so they contribute to school improvement through checking how well teaching is helping pupils to learn. School leaders ensured that staff and governors attended relevant training through the local authority and the school partnerships with the Easingwold Partnership and the Northern Star Teaching School Alliance. As a result, staff at all levels are increasingly involved in the monitoring of teaching and learning and are confident in using pupils’ prior knowledge when planning learning activities. Consequently, teaching is strong or better in all year groups. Safeguarding is effective. You and governors have ensured that all safeguarding arrangements are fit for purpose and records are detailed. There is a strong safeguarding culture in the school. You and your staff know the pupils well and the monitoring of pupils’ welfare is thorough and detailed. You have ensured that staff and governors receive appropriate training in child protection, including the dangers of radicalisation. All staff know what to do if they have any concerns about the children and pupils in your school. You recently introduced an electronic system of recording safeguarding concerns to strengthen school procedures further. As a result, the school shares information with external agencies effectively. Leaders take action swiftly and monitor the impact of actions closely.

Sutton on the Forest Church of England Voluntary Controlled Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree 80% Agree 15% Disagree 3% Strongly Disagree 0% Don't Know 3% {"strongly_agree"=>80, "agree"=>15, "disagree"=>3, "strongly_disagree"=>0, "dont_know"=>3} Figures based on 40 responses up to 02-05-2018
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Figures based on 40 responses up to 02-05-2018

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Figures based on 40 responses up to 02-05-2018

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Figures based on 40 responses up to 02-05-2018

unlock

Figures based on 40 responses up to 02-05-2018

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Figures based on 40 responses up to 02-05-2018

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Figures based on 40 responses up to 02-05-2018

unlock

Figures based on 40 responses up to 02-05-2018

unlock

Figures based on 40 responses up to 02-05-2018

unlock

Figures based on 40 responses up to 02-05-2018

unlock

Figures based on 40 responses up to 02-05-2018

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Figures based on 40 responses up to 02-05-2018

Responses taken from Ofsted Parent View

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