The R J Mitchell Primary School
Catchment Area, Reviews and Key Information

4 - 11
Community school

How Does The School Perform?

4 1 1 2 3 4
Ofsted Inspection
Full Report - All Reports
% pupils meeting the expected standard in reading, writing and mathematics

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Per month

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)
Tangmere Crescent
RM12 5PP

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. Almost all the areas for improvement identified at the last inspection have been dealt with effectively. The school has developed partnerships with schools in Poland and Stoke. These relationships have broadened pupils’ knowledge of cultures other than their own. Leaders have worked hard to raise attainment and accelerate pupils’ progress in writing. The unvalidated attainment and progress information for 2016 indicates that the writing results for the end of key stage 1 were above national averages. You identified that the boys’ progress in writing was a further area that needed improvement. The new lead teacher for English has swiftly adapted the curriculum to engage the interest of the boys. This has already had a positive impact on the current pupils’ progress, and the historical difference between boys and girls across the school is closing significantly. You have managed the challenge of recruitment well and have ensured that schoolemployed teaching staff teach all classes. You have increased the capacity in the senior leadership team. As a result, the support they provide ensures that teaching remains good. The school is currently expanding from one-form to two-form entry. You and the leadership team made careful plans to ensure that the infant pupils’ transition into the new building was seamless. Leaders made sure pupils’ learning remained a strong focus. Consequently, the achievement in key stage 1 for reading, writing and mathematics remains above national averages. Leaders share the aspirations you have for pupils. They model effectively the school’s values for the staff and pupils. You have a dedicated and passionate team who work hard to ensure that pupils achieve their potential. Consequently, the work of school leaders has secured further improvement. For example, the 2016 results in the early years for children achieving a good level of development were below national averages, especially for boys. The leaders quickly put plans in place to adapt the curriculum to improve boys’ achievement. The impact has been greater engagement of boys in their learning and is leading to better progress. The quality of education for the children in the setting has improved. The children now have greater opportunities to develop their writing skills across a number of areas. The teaching of phonics has improved. Pupils use their ‘sounding out’ techniques successfully when reading unfamiliar words. School assessments show that pupils’ progress has improved and gender differences have closed. School leaders, including governors, have made sure that the effective use of the pupil premium funding is diminishing the differences between the achievement of disadvantaged pupils and other pupils nationally. The senior leadership team accurately identify the barriers to learning that disadvantaged pupils face. The provision is enhanced by the recent appointment of pupil premium champions, which has ensured that targeted resources improve the progress of identified pupils. Teachers use the new assessment system effectively to highlight the needs of pupils. Current information indicates that most pupils make strong progress in lessons and over time. Carefully planned lessons ensure that the most able pupils, including the disadvantaged most able, are challenged sufficiently. The support given to pupils who have special needs and/or disabilities is strong. The school runs a resourced provision for pupils who have autistic spectrum disorder. These pupils play a full part in the life of the school. Sessions planned to develop each pupil and build on his or her individual strengths are effective. The staff know the pupils well. They respond to the pupils’ needs deftly. Consequently, these pupils make good progress. Governors have a very clear understanding of the school’s strengths and areas for development. They regularly check to see that improvements make a difference to the outcomes of pupils and constantly evaluate how things could be improved. Governors use reports from the headteacher and subject leaders to hold school staff to account and agree where further work is necessary. Parents are supportive of the school. They say that their children love coming to school. They appreciate the support the school gives them when they need it. Any issues are quickly dealt with and senior staff are always available to talk to parents. The e-safety workshops for parents ensure that they are well informed about online safety. Pupils say they love their lessons and enjoy their work. They feel safe in school and out on trips because of the effective work of their teachers. Pupils are confident that staff will deal with any negative behaviour quickly and fairly. The pupils know who they can talk to if they have any concerns. They are proud to attend R J Mitchell.

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
01708 434 343

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.

The R J Mitchell Primary School Reviews

Average Rating:


“From a parent”
"> Excellent school. Very good and experienced teachers. Dedicated and forward looking headteacher. Highly recommended.
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