Tavistock Infant School
Catchment Area, Reviews and Key Information

4 - 7
Community school
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, ONS
01962 847456

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?

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Calthorpe Park
GU51 4EB

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. Under your energetic leadership, staff work determinedly together to ensure that pupils achieve of their best. You identify the school’s strengths and priorities accurately to staff and governors, ensuring that there is a clarity of purpose in their shared work. As a result, pupils’ outcomes are consistently strong, with above-average proportions meeting the expected standards in reading, writing and mathematics by the end of key stage 1. This ensures that pupils are well prepared for moving on to the challenges of junior school learning. Leaders’ vision of ‘achieving happily together’ is apparent throughout the school. Pupils enjoy coming to school and report feeling safe and well looked after. This was evident in the way they arrived at school on the day of the inspection, their enthusiasm not curtailed by the cold and wintry weather. Almost all parents who offered their views described a warm and supportive atmosphere that enables their children to thrive. One parent captured this well, saying: ‘Tavistock has a great focus on learning and teaching but it also works hard to make the pupils well rounded people who are kind and polite.’ Since the last inspection, you have worked hard to address the areas that were identified as priorities for improvement. In particular, there is a shared focus on deepening the level of challenge for pupils as a routine part of their learning, regardless of their prior attainment. You and other school leaders prioritise staff time and training effectively to support them in achieving this goal. Together, your staff look carefully at making opportunities for deeper thinking an integral part of their plans for pupils’ learning experiences. The impact of this work is most evident in reading, where above-average proportions of pupils are working at greater depth by the end of Year 2. Work to increase the proportion of pupils achieving a greater depth of learning in mathematics and, in particular, writing, is less well-established, so the impact is currently less evident. This remains an ongoing priority. However, pupils’ work in mathematics showed routine opportunities to think more deeply and apply their learning. In writing, pupils respond well to teachers’ recently raised expectations of what they are capable of. Safeguarding is effective. Adults’ commitment to keeping pupils safe is evident throughout the school. The staff’s collective work to meet pupils’ welfare needs is valued greatly by parents, who told me that the school has ‘children at the heart of everything they do’. Staff know and care for pupils extremely well, enabling them to feel happy, safe and settled throughout their time at the school. Pupils learn how to keep themselves safe, such as through visits from a ‘lollipop’ person who taught them about how to cross roads safely. Leaders and governors fulfil their safeguarding duties successfully. They make sure that systems and processes in the school are fit for purpose and support adults well in promoting pupils’ safety and well-being. Staff receive useful training that gives them the confidence and skills to act swiftly and effectively if they have concerns about a child. As a result, pupils who may be at risk are supported well. Leaders keep careful records about their safeguarding work, liaising increasingly well with experts beyond the school to help meet the needs of pupils with specific challenges and vulnerabilities. During 2017/18, attendance rates declined to just below the national average, and persistent absence increased slightly. Leaders have suitable systems in place to monitor pupils’ attendance, taking prompt and appropriate action to check that pupils who are not in school are safe and accounted for. Their work is bringing attendance figures back to the above-average levels seen previously. Leaders’ reviews of emerging patterns in absence figures is not as well developed as their oversight of pupils’ academic performance. Inspection findings During this inspection, I focused on: how well leaders and governors ensure the impact of their work, particularly on disadvantaged pupils; how successfully pupils are challenged, especially in writing; and whether pupils’ progress is consistently strong from when they join the school in early years. As part of evaluating safeguarding, I also looked at attendance, as well as checking safeguarding systems, culture and record-keeping. Staff know the very small number of disadvantaged pupils at Tavistock, like all pupils at the school, very well. They plan appropriately to meet their learning and wider needs. In some instances, adults’ work has had notable impact, such as leading to marked improvements to pupils’ attendance. Specific extra help makes a positive difference to disadvantaged pupils’ academic progress. However, it does not routinely enable them to do as well as other pupils nationally. Leaders sometimes persevere with their plans to support pupils who most need to catch up, including those with special educational needs and/or disabilities (SEND), without reflecting on whether their actions are making enough of a difference. All members of the governing body are newly in post since the last inspection. Together, they make use of helpful support and training from beyond the school to develop their collective effectiveness. Governors work openly with school leaders to check on standards in the school. They keep a careful eye on the progress of disadvantaged pupils and those with SEND. This rightly gives them confidence in leaders’ capacity to sustain and raise standards. Opportunities for pupils to think and to apply prior learning were evident in the lessons visited during the inspection. Pupils clearly enjoy the challenging activities they participate in, as was seen from their high levels of engagement and good conduct. Several pupils spoke to me proudly about ‘grappling with tricky work’ but ‘getting there in the end!’ While the development of deeper thinking as a consistent approach across the school is ongoing, it is undoubtedly emerging through the work pupils are expected to do in class. An increased focus on challenging pupils’ thinking is evident in their work. The most able pupils make strong progress in writing, from their above-average starting points. The proportions of pupils in Year 2 who are working at a greater depth is now consistently above average in reading, writing and mathematics. However, based on their secure starting points, even more pupils should be reaching these higher standards. Those with lower prior attainment make good progress but are not currently catching up with their peers quickly enough. Leaders liaise effectively with a wide range of pre-school settings to ensure that they know children well from when they join the school. This helps them to plan successfully to build on children’s priorities for development. Typically, children’s prior attainment is broadly average when they arrive at the school, although this year’s cohort has less well-developed writing skills than previous year groups. Leaders have adapted learning activities in the early years, so that children can improve their fine motor skills to support their handwriting development. Children typically make good progress during the early years foundation stage. Over time, the proportion of children who achieve a good level of development is consistently above the national average. Increasing numbers of children exceed the expected standard in reading, writing and mathematics by the end of the Reception Year, demonstrating their strong progress over time.

Tavistock Infant School Parent Reviews

unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>88, "agree"=>11, "disagree"=>1, "strongly_disagree"=>1, "dont_know"=>0} UNLOCK Figures based on 112 responses up to 12-02-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>85, "agree"=>13, "disagree"=>1, "strongly_disagree"=>2, "dont_know"=>0} UNLOCK Figures based on 112 responses up to 12-02-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>75, "agree"=>23, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 112 responses up to 12-02-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>79, "agree"=>19, "disagree"=>1, "strongly_disagree"=>1, "dont_know"=>0} UNLOCK Figures based on 112 responses up to 12-02-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>79, "agree"=>18, "disagree"=>3, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 112 responses up to 12-02-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>59, "agree"=>38, "disagree"=>2, "strongly_disagree"=>1, "dont_know"=>0} UNLOCK Figures based on 112 responses up to 12-02-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>64, "agree"=>29, "disagree"=>4, "strongly_disagree"=>2, "dont_know"=>1} UNLOCK Figures based on 112 responses up to 12-02-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>41, "agree"=>26, "disagree"=>2, "strongly_disagree"=>2, "dont_know"=>29} UNLOCK Figures based on 112 responses up to 12-02-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>83, "agree"=>13, "disagree"=>2, "strongly_disagree"=>2, "dont_know"=>0} UNLOCK Figures based on 112 responses up to 12-02-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>66, "agree"=>27, "disagree"=>3, "strongly_disagree"=>2, "dont_know"=>3} UNLOCK Figures based on 112 responses up to 12-02-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>58, "agree"=>37, "disagree"=>4, "strongly_disagree"=>1, "dont_know"=>0} UNLOCK Figures based on 112 responses up to 12-02-2019
Yes No {"yes"=>97, "no"=>3} UNLOCK Figures based on 112 responses up to 12-02-2019

Responses taken from Ofsted Parent View

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