Tarleton Holy Trinity CofE Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
193
AGES
4 - 11
GENDER
Mixed
TYPE
Voluntary aided school
SCHOOL GUIDE RATING
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UNLOCK

How Does The School Perform?

4 1 1 2 3 4
NATIONAL AVG. 2.08
Ofsted Inspection
(27/2/18)
Full Report - All Reports
75%
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)
Church Road
Tarleton
Preston
PR4 6UP
01772812662

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You lead a calm and friendly school with strong Christian values. You teach pupils to care for others and to be confident in their own abilities. The school is at the heart of the local community and pupils enjoy taking part in many activities and celebrations in the village and local area. You and your deputy headteacher’s strong and determined leadership have ensured that pupils thrive. You lead an enthusiastic team of staff who are keen to do their best for all pupils. The training that you give staff is developing them all the time. Teachers share their ideas and skills to improve teaching and learning. For example, you have adopted strategies to make sure that pupils make good or better progress in mathematics. Governors share your high ambitions for the school. They use their skills to keep a close watch on pupils’ progress and to make sure that the school continues to go from strength to strength. As a result of their effective monitoring, governors have an accurate understanding of the school’s strengths and areas for development. Governors have checked that recent improvements in the teaching of phonics are improving standards. They have a realistic understanding of your steps to improve the impact that subject leaders make on learning. Pupils enjoy coming to school. This is because you have planned an enjoyable curriculum which develops their skills in different areas. You teach pupils to appreciate other cultures and religions. Pupils in Year 6 were keen to show me their bright and detailed paintings of Uganda. A Year 3 display of work showed pupils’ care and attention to detail in creating patterns based on Islamic art. Pupils relish the many opportunities that you give them to represent the school in sports and in choir events. They are very proud of their achievements such as reaching the finals of a singing competition. Through such varied opportunities, you develop pupils’ confidence and skills. Parents and carers overwhelmingly support the school. Their responses to Parent View, Ofsted’s online questionnaire, commonly identified your ‘brilliant’ leadership, strong community links and excellent communication between school and home. Parents of pupils who have special educational needs and/or disabilities were keen to share how successfully staff have supported pupils. Parents particularly appreciate your presence on the school playground at the start and end of each day. A typical comment was that you make ‘everyone feel welcomed and valued’. Leaders have taken appropriate actions to address the areas for development identified at the last inspection. The quality of teaching has improved strongly. Pupils across the school achieve well in computing and use their skills in other areas of the curriculum. In lessons, teachers challenge and stretch pupils and teach them to be resilient when work is tricky. In 2017, pupils’ attainment at the end of Year 6 was above national averages in writing and mathematics. In reading, attainment was in the top 1% of schools nationally. The number of pupils reaching higher levels in these subjects was above national averages. Your careful tracking of current pupils’ progress show that in some classes some pupils are still not achieving as highly as you would like in writing. Leaders have identified ways to develop pupils’ writing skills across the curriculum, for example in science, geography and history. In the Reception Year, children do not have enough opportunities to develop their writing skills through play, including in the outdoor area. Safeguarding is effective. Leaders and governors have made sure that safeguarding arrangements are thorough and of high quality. Safeguarding takes a very high priority across the school. You have carried out all the statutory checks on the suitability of staff to work with children. Governors and leaders have ensured that the appropriate monitoring and filtering arrangements are in place for the school’s internet connection. Staff teach pupils how to keep themselves safe both online and in the wider community, including in relation to road safety and fire safety. Parents and staff agree that pupils are safe. Through very regular training, staff have up-to-date knowledge of safeguarding. They know exactly what to do if there are any concerns about a pupil. You and your staff keep meticulous records relating to pupils’ welfare. Leaders share information with parents and the appropriate authorities to make sure that pupils are safe.

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 2020, 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.

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