Tenbury CofE Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
243
AGES
2 - 11
GENDER
Mixed
TYPE
Academy converter
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, ONS
01905 822700

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
(27/11/2018)
Full Report - All Reports
71%
NATIONAL AVG. 60%
% 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 9% of schools in England) Below Average (About 9% of schools in England) Average (About 67% of schools in England) Above Average (About 6% of schools in England) Well Above Average (About 9% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 9% of schools in England) Average (About 67% of schools in England) Above Average (About 6% of schools in England) Well Above Average (About 8% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 11% of schools in England) Average (About 59% of schools in England) Above Average (About 11% of schools in England) Well Above Average (About 9% of schools in England)
Bromyard Road
Tenbury Wells
WR15 8BS
01584810234

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. Tenbury Church of England Primary Academy is a positive and inclusive school community. The pupils and parents who responded to the online surveys pay tribute to your efforts and those of your staff team and governors. You, the governors and staff are very committed to the school’s core values, as stated in your welcome message to parents and carers on the school’s website, ‘We aim to provide all our pupils with a friendly, supportive and vibrant learning environment’. Most parents agree, and many told me, rightly, that yours is a good school that really cares for their children. You and your staff treat pupils and families with dignity and respect. Leaders and staff provide a curriculum and enrichment activities that make a strong contribution to pupils’ spiritual, moral, social and cultural development. In addition to the school’s core Christian ethos, pupils also learn about the world’s other major faiths and customs. Pupils and families are encouraged to engage in what you term, ‘the global community’. This is reflected in the well-established links you have with an East African school in Maramba, Tanzania. Special events, such as the recent Tanzanian evening, enable the school community to come together to share and appreciate cultural diversity. In addition, pupils adopt core British values of tolerance and democracy, as well as respecting the views, beliefs and values of others. You and your staff have improved the quality of teaching since the previous inspection. Most teachers, but especially those in Year 2 and Year 5, intervene and support pupils to help them correct errors or to help them clarify their learning. However, there is scope to focus on improving pupils’ punctuation and spelling in key stage 2 when pupils write independently. In some classes, pupils make repeated or unnecessary spelling or punctuation errors. Assessments also show that too few pupils reach the higher standard or learn in greater depth in writing in key stage 2. The most effective teaching and learning strike a good balance between whole-class instruction and small-group work. During whole-class discussions, the most effective learning takes place when teachers ask brief, open-ended questions and move pupils on to more productive tasks. In these lessons, we agreed that teachers did not labour class discussions or go over things too much or repeat what was already learned or known to pupils. There is potential to share this good practice with all staff, as in some lessons, the pace of learning slowed when class discussions were too long or drawn out. We could also see that the most able pupils in some lessons could be given more challenging work. The teaching of mathematics remains a strength and this is borne out by consistently good national assessment results in both key stages 1 and 2 over the last three years. Teachers are improving the achievement of many disadvantaged pupils. In some classes, the number of disadvantaged pupils is very small. This makes it difficult to draw reliable conclusions about their achievement compared with that of others nationally who are not disadvantaged. There is, however, potential to continue lifting the achievement of all disadvantaged pupils by making better use of assessment information. In addition to providing a varied and stimulating curriculum, particularly in the creative and fine arts, leaders and staff have improved pupils’ use of information and communication technology (ICT). Again, this was cited as relatively weak at the time of the previous inspection. Safeguarding is effective. There is a strong culture of safeguarding across the school. Safeguarding procedures are fit for purpose. Staff vetting and checking systems are rigorous. All the parents I spoke with agreed that pupils are safe in school and are very well cared for by the staff. You and the staff adopt both a caring and robust approach to follow up absenteeism to make sure that pupils are safe when not in school. This was part of a key line of enquiry because of last year’s high rate of persistent absenteeism. As you know, I judged that you and the staff are diligent in keeping records to follow up absenteeism. This is helping to encourage the small number of families that this applies to in sending their children to school regularly and on time. There are well-defined and clear referral procedures so that teaching, support, administrative and ancillary staff are aware of whom to go to if they are concerned about a child’s welfare or safety.

Tenbury CofE Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>84, "agree"=>0, "disagree"=>5, "strongly_disagree"=>11, "dont_know"=>0} UNLOCK Figures based on 19 responses up to 27-11-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>68, "agree"=>16, "disagree"=>11, "strongly_disagree"=>5, "dont_know"=>0} UNLOCK Figures based on 19 responses up to 27-11-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>84, "agree"=>11, "disagree"=>5, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 19 responses up to 27-11-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>63, "agree"=>26, "disagree"=>5, "strongly_disagree"=>5, "dont_know"=>0} UNLOCK Figures based on 19 responses up to 27-11-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>74, "agree"=>16, "disagree"=>11, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 19 responses up to 27-11-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>47, "agree"=>47, "disagree"=>5, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 19 responses up to 27-11-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>58, "agree"=>37, "disagree"=>0, "strongly_disagree"=>5, "dont_know"=>0} UNLOCK Figures based on 19 responses up to 27-11-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>37, "agree"=>16, "disagree"=>5, "strongly_disagree"=>11, "dont_know"=>32} UNLOCK Figures based on 19 responses up to 27-11-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>68, "agree"=>16, "disagree"=>11, "strongly_disagree"=>0, "dont_know"=>5} UNLOCK Figures based on 19 responses up to 27-11-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>63, "agree"=>16, "disagree"=>5, "strongly_disagree"=>11, "dont_know"=>5} UNLOCK Figures based on 19 responses up to 27-11-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>74, "agree"=>21, "disagree"=>0, "strongly_disagree"=>5, "dont_know"=>0} UNLOCK Figures based on 19 responses up to 27-11-2018
Yes No {"yes"=>89, "no"=>11} UNLOCK Figures based on 19 responses up to 27-11-2018

Responses taken from Ofsted Parent View

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