Temple Sowerby CofE Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
47
AGES
3 - 11
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, ONS
01228 221582

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?

Good
NATIONAL AVG. 2.09
Ofsted Inspection
(19/01/2023)
Full Report - All Reports
Small Data Set
NATIONAL AVG. 60%
% pupils meeting the expected standard in reading, writing and mathematics



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Temple Sowerby
Temple Sowerby Ce School
Penrith
CA10 1RZ
01768361512

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. As the new headteacher of Temple Sowerby, you have made a significant impact in a short time and ensured that the school continues to go from strength to strength. Your hard work and vision has established the school as a valued part of the local community. You have created an environment that fosters the care and nurture of the whole school community. You, staff, parents and pupils are rightly proud of the ‘inclusive feel’ that is such a strong feature at Temple Sowerby. You are ably assisted by your enthusiastic and experienced staff team. Together you ensure that you put pupils at the heart of all that you do. The recent improvements that you have made are providing pupils with firm foundations for learning. As a result, they flourish, both academically and in their personal development. Nearly all the parents of the school responded to Parent View, Ofsted’s online questionnaire. The overwhelming majority of parents who spoke to me or responded to the questionnaire are extremely positive about the school. All would recommend it to others without hesitation. Many parents said that there is a ‘positive, welcoming energy’ about the school and that it is clear that staff ‘care deeply about every child’. Parents also feel that you are ‘approachable’ and communication between school and parents has improved and is now a strength. All staff who responded to Ofsted’s online questionnaire are proud to be part of Temple Sowerby. They feel that you lead by example. Staff share your vision and aspirations. This has created a strong sense of excitement for continued improvement and a collective desire to achieve the very best for pupils. Since your appointment at the beginning of this academic year, you have put a great deal in place to secure improvement. You have tightened the use of assessment information so you can closely monitor learning. This has ensured that teachers do not fail to notice pupils if they are falling behind in their learning. You have insisted that basic skills such as learning multiplication tables and spellings are instilled in all pupils. Addressing these gaps in learning has raised expectations across the school and ensured that all pupils are building a secure platform for future learning. I appreciate that the results of tests and assessments at the end of key stages need to be looked at with caution because the number of pupils in each cohort group is small. Outcomes are good at the end of Reception and Year 1. However, in the past, progress has been more variable elsewhere in the school, particularly at the end of key stage 1 where there are indications of underachievement. I agree with you that historically the number of children at the end of key stage 1 reaching expected standards and greater depth has not been good enough. However, you have successfully addressed this situation through decisive action. This has resulted in all pupils in your present Year 2 group now making good progress. At the end of key stage 2, the large majority of pupils reach the expected standard in reading, writing and mathematics. However, you are mindful that the proportion of pupils achieving greater depth and higher standards needs to improve further. The actions you have already put in place are beginning to lead to improvements, particularly in writing, and are starting to be evident in the work in pupils’ books. Current assessment information suggests that the school is on course to have a number of pupils reaching these higher levels by the end of this academic year. However, I agree with you that there is still more work to be done to ensure that all pupils make the gains they are capable of in English and mathematics. At the previous inspection, inspectors identified a need to continue to improve the quality of teaching. They wanted you to make sure that appropriately challenging work is set for pupils, particularly the most able. You were also asked to improve the teaching of phonics throughout the school in order to improve writing and to ensure that pupils have opportunities to develop their mathematical skills through more problem-solving activities. Leaders have ensured that the following improvements have taken place: Since the previous inspection, some of the teaching team has changed. Your insistence on employing high-quality, experienced staff has ensured that they have ‘hit the ground running’ and are having a positive impact on the progress pupils are now making. Pupils are offered activities that challenge them and there are some opportunities to solve mathematical problems. However, you have rightly focused this year on ensuring that the fundamental skills that some pupils were lacking, because of gaps in their learning, have been addressed. This has been very successful and pupils are now confident and proud to share, for example, a range of mathematical skills. A number of pupils were keen to ask me to test them on their knowledge of multiplication tables. You are very aware that there is now a need to increase the opportunities that pupils have to be extended and challenged. This is so that they can apply their learning and think more deeply about their work. Developing greater ownership and independence in their learning will help them to work things out for themselves. The teaching of phonics is very strong across the school, resulting in the vast majority of pupils meeting the expected standard in the national phonics checks at the end of Year 1. Pupils who were not able to meet the standard have benefited from good-quality, focused, additional support. Consequently, they are making good progress. Writing has a high profile in the school, as have the grammar, punctuation and spelling skills needed to write effectively. The whole school has embraced a consistent approach and there are increased opportunities to write for a purpose. Writing is celebrated in the school and pupils clearly enjoy writing activities. There are indications in pupils’ books and through in-year checks that pupils are making good progress. Now that the firm foundations for higher-quality writing have been established, your plans to explore further ways to extend pupils in English will be valuable in supporting all pupils who can achieve higher standards. Pupils are very proud of their school. They feel a strong sense of belonging and are eager to say it is an interesting and fun place to be. When talking to the inspector, members of the school council were keen to share their good work. However, it was apparent that other pupils would have liked to have had some responsibility in school. Pupils are eager and willing to make more of a contribution to school life but they are not always being offered these opportunities to develop their potential talents in leadership roles. Safeguarding is effective. Wisely reviewing all aspects of safeguarding was one of your first priorities when you joined the school. You and your team have ensured that pupils have a safe and secure environment by promoting the clear message that safeguarding is everyone’s responsibility. Safeguarding records are kept rigorously, are detailed and are reviewed regularly to ensure that they meet statutory requirements. Appropriate training for staff and governors is undertaken frequently and is up to date, including that related to keeping pupils safe from radicalisation and extremism. Your vigilance regarding the care and support of vulnerable pupils is rigorous. Pupils are unanimous in saying they feel very safe and well cared for in school. They feel very confident that adults will help them if needed. Pupils talk with knowledge about the ways they can stay safe in a range of situations, including personally and online. The overwhelming majority of parents feel that you and the staff keep children safe and well looked after.

Temple Sowerby CofE Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>76, "agree"=>24, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 21 responses up to 19-01-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>95, "agree"=>5, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 21 responses up to 19-01-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>81, "agree"=>19, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 21 responses up to 19-01-2023
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>81, "strongly_agree"=>10, "agree"=>10, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 21 responses up to 19-01-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>76, "agree"=>14, "disagree"=>5, "strongly_disagree"=>0, "dont_know"=>5} UNLOCK Figures based on 21 responses up to 19-01-2023
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>24, "strongly_agree"=>57, "agree"=>19, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 21 responses up to 19-01-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>83, "agree"=>17, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 10 responses up to 19-01-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>57, "agree"=>43, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 21 responses up to 19-01-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>81, "agree"=>19, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 21 responses up to 19-01-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>76, "agree"=>24, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 21 responses up to 19-01-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>71, "agree"=>29, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 21 responses up to 19-01-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>86, "agree"=>14, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 21 responses up to 19-01-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>67, "agree"=>29, "disagree"=>5, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 21 responses up to 19-01-2023
Yes No {"yes"=>100, "no"=>0} UNLOCK Figures based on 21 responses up to 19-01-2023

Responses taken from Ofsted Parent View

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