Tarleton Community Primary School
Catchment Area, Reviews and Key Information

3 - 11
Foundation school

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
0300 123 6707

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.

How Does The School Perform?

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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Per month

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

Hesketh Lane

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. During your two years at the school you have faced some considerable challenges. You have met these challenges with sensitivity, enthusiasm and drive. Tarleton Community Primary School is a learning community in which pupils feel safe and learn effectively. Pupils enjoy coming to the school to learn and rarely miss a day. Pupils are effusive about the many and varied activities provided by the school’s wide-ranging and carefully designed curriculum. Visits from a celebrity children’s author, trips to France to study history, subject theme days and opportunities to participate in sports are used effectively to engage pupils in learning. Pupils say that if they have any worries and concerns teachers and other adults working in school are approachable and helpful. This view is shared unequivocally by parents and carers and is typified in the many positive comments shared on Parent View, Ofsted’s online questionnaire. Typical comments include: ‘[My children] are cherished by their teachers and teaching assistants and are challenged and encouraged to make great progress… Enthusiasm bursts out of staff and pupils. I wouldn’t hesitate to recommend our school.’ Leaders’ actions have been successful in addressing the areas for improvement identified at the last inspection. Revision of school policies relating to presentation of work, and policies relating to the guidance given to pupils about their work, have been implemented effectively. The quality of teaching has improved. Teachers receive appropriate training to develop their professional skills and knowledge of different curriculum subjects. Leaders facilitate this through the close links that they forge with other schools and the plentiful opportunities that they give to teachers to learn from observing each other at work. Subject leaders now have opportunities to lead the development of their subjects. They are held closely to account for the impact of their actions by senior leaders and a knowledgeable and committed governing body. The effective use of computer technology has been well developed to support pupils’ learning. Teachers carefully consider how they can effectively use digital media and tablet computers to support the development of the linguistic skills of pupils, particularly boys and those pupils who speak English is an additional language. However, these strategies are relatively new, and their full effect on pupils’ learning has not yet been realised. Teachers and governors are well informed about the impact of their actions on pupils’ attainment and progress. This is because assessment data is carefully analysed and shared by senior leaders in formats that are easily understood. As a result, governors have a detailed understanding of the strengths and weaknesses of the school, which is used to identify appropriate priorities for school improvement. These closely align with the findings of inspectors. For example, you recognise the need to improve further the progress made by pupils in key stage 2 in English and mathematics. This is because in some year groups boys do not make the same progress as girls. In addition, you accept that key priorities are to build pupils’ confidence in the use of sophisticated vocabulary and to develop more complex reading skills. School development plans contain sharply focused and measurable expectations and allow you and the governors to check that actions are working and having the desired effect. Safeguarding is effective. The safeguarding and welfare of pupils and staff are strengths of the school. Leaders and governors have ensured that safeguarding procedures are secure, fit for purpose and followed diligently. Records are meticulously kept and information is shared effectively with appropriate authorities to protect pupils. Well-trained staff are diligent and put pupils’ welfare at the forefront of their actions. All staff and governors receive appropriate and frequent training that ensure that they have up-to-date knowledge and information about how to safeguard pupils. Leaders’ actions to support pupils, staff and the wider community following the tragic events of the Manchester Arena terrorist attack have been exemplary. They ensure that pupils and staff feel safe in school and that they have a place of normality in which to grieve and learn. This is very much appreciated by parents and typified by a one of many comments made using Parent View: ‘Last year, during a very tragic and difficult time, the school did not just help the children, they reached out to us as parents, helping us help our children. Above and beyond what they needed to do.’ The school’s curriculum ensures that pupils are knowledgeable about how to keep safe, including while they are online. Appropriate monitoring and filtering are in place to protect pupils using the school’s internet connection.

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