The John Harrox Primary School
Catchment Area, Reviews and Key Information

Primary
School Guide Rating
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Broad Lane
Moulton
Spalding
PE12 6PN
01406370426
Pupils
267
Ages
5 - 11
Gender
Mixed
Type
Community school
4 1 1 2 3 4
NATIONAL AVG. 2.08
Ofsted Inspection
(9/7/19)
Full Report - All Reports
72%
NATIONAL AVG. 65%
% pupils meeting the expected standard in reading, writing and mathematics
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School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You, your staff and governors have high aspirations for the school, wanting every child to achieve the best they can. Together you have created a welcoming and inclusive school environment which reflects the values that the school promotes. Although the school has undergone a period of staffing instability during this academic year, leaders with the support of the governing body and local authority have continued to improve the school. You have quickly appointed new subject leaders and ensured that they received training to enable them to be confident in their roles. The new leadership team is working effectively and has an accurate understanding of the school’s areas of strength and those for improvement. There is strong capacity within the leadership team to improve the school further. Pupils are proud of their school, enjoy their learning and attend every day. They are polite, respectful and behave well both in lessons and around the school. Pupils feel that they are challenged to do their very best. They told me that ‘teachers get you out of your comfort zone to do things that you’ve not tried before’. Pupils described the school as being a welcoming friendly place, and that new pupils are made to feel welcome and settle in quickly. They spoke with enthusiasm about the range of sporting activities that are provided and the many after-school clubs that they take part in. Pupils described how the residential visits that had been organised for them had helped them to develop new skills and build their selfconfidence. Governors know the school well and are experienced in their roles. They are ambitious for the school and provide the leadership team with strong support and challenge. They check the work of the school regularly through visits to classrooms to observe learning, work scrutiny and consultation with pupils, parents and carers. Consequently, they have a good overview of the school. Governors demonstrate strong commitment to ensuring that the school continues to improve. At the last inspection, leaders were asked to raise pupils’ achievements by ensuring that teachers set pupils challenging tasks and activities and provide work that enabled pupils to deepen their understanding. This has been partially addressed, but there is still more to do. Children make a strong start in foundation stage achieving a good level of development which is in line with that achieved nationally. Standards have risen at key stage 1 in reading, writing and mathematics, but at key stage 2 there is still some inconsistency. Although attainment at the expected standard is in line with that achieved nationally in mathematics not enough pupils reach the higher standard. Standards in reading have also improved but are still not as high as the standards that pupils achieve in writing. You were also asked to ensure that pupils developed a stronger understanding of the world around them and to deepen their knowledge of other cultures in modern Britain. This has been addressed successfully but leaders are keen to develop this further. Pupils learn about different faiths and cultures through a wide range of curriculum activities. Termly ‘passport days’ help pupils learn about the culture and cuisine of a range of countries in Europe and across the world. Pupils also learn about different faiths and religious festivals in assemblies and in their religious education lessons. Pupils have also visited different places of worship as well as building strong links with the local church. Displays around the school reflect their growing awareness of different faiths and cultures preparing them fully for life in modern Britain. Spiritual, moral, social and cultural development is strongly promoted across the school. As a result, pupils demonstrate tolerance, understanding and respect for each other, and for other people. Older pupils willingly take on responsibilities as playground leaders, house captains and members of the ‘Sports Crew’, becoming positive role models for younger pupils. Safeguarding is effective. There is a strong culture of safeguarding. As the designated safeguarding lead, you have ensured that all safeguarding arrangements are fit for purpose. You ensure that all staff and volunteers are appropriately checked before they start to work with children. You have ensured that all staff receive regular training and are knowledgeable about safeguarding. Staff know that they need to be vigilant and know how to record and refer their concerns. Child protection issues are followed up carefully and records are stored securely. Vulnerable pupils are supported through a range of agencies. Pupils told me that they feel safe in school. They feel that teachers listen to them and that there is always someone to talk to if they have a problem. They report that bullying is rare and that it is dealt with quickly when it happens. They are taught about e-safety and spoke knowledgeably to me about how to stay safe online. Inspection findings Leaders have recognised the need to improve attainment and progress in mathematics and they have put in place a range of strategies to address this. The school has become part of a mathematics hub with other schools to share and develop good practice and a specialist mathematics teacher has worked closely with the school. Recent key stage 2 results show that these actions have had an impact in improving the number of pupils achieving the expected standard but were less successful in raising the attainment of the most able. Professional development for the new mathematics subject leader has developed his confidence to carry out his role. He has quickly identified some of the inconsistencies in teaching and that the attainment of the most able is not high enough. The mathematics mastery approach has been successful in raising standards at key stage 1 but is not yet fully effective in key stage 2. In the mathematics lessons where the mastery approach was strongest, teachers displayed strong subject knowledge and modelled new learning carefully. They insisted that pupils used correct mathematical vocabulary and challenged pupils to develop their thinking through skilful questioning. This deepened their understanding and consequently pupils made strong progress. Pupils were supported in their learning by skilful intervention by teaching assistants. This fostered their engagement and confidence in learning. In pupils’ mathematics workbooks, there is evidence of strong progress being made. Pupils take care to present their work carefully and have pride in their work. However, the work set for the most able pupils is not always challenging enough and sometimes lacks variety. Consequently, the most able pupils do not make as much progress as they could. The literacy lead has introduced new strategies to develop pupils’ early reading skills and reading comprehension. These have successfully raised attainment in reading at key stage 1. However, these are not yet established across the school and consequently they have not raised attainment in reading by as much in key stage 2. The school has undergone a period of staffing instability during this academic year. Although most parents are extremely positive about the school, this period of change has shaken some parents’ confidence in the school. This was reflected in their comments on Parent View and in my conversations with them.

The John Harrox Primary School Catchment Area Map

This pupil heat map shows where pupils currently attending the school live.

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Source:
All attending pupils
National School Census Data 2020
ONS
Pupil heat map key

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The concentration of pupils shows likelihood of admission based on distance criteria

01522 782030

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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