The Ropsley Church of England Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
109
AGES
4 - 11
GENDER
Mixed
TYPE
Voluntary controlled school
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 2021, ONS
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 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?

4 1 1 2 3 4
NATIONAL AVG. 2.08
Ofsted Inspection
(14/12/16)
Full Report - All Reports
63%
NATIONAL AVG. 65%
% 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 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)

School Results Over Time

2017 2018 2019 UNLOCK

% pupils meeting the expected standard in Key Stage 2 tests (age 11)
2017 2018 2019 UNLOCK

% pupils meeting the higher standard in Key Stage 2 tests (age 11)

These results over time show historic performance for key exam results. We show pre-pandemic results as the fairest indicator of whether performance is up, down or stable

School Lane
Ropsley
Grantham
NG33 4BT
01476585379

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You are extremely proud to be the headteacher of this school and particularly proud of the school’s history and the role the school plays within the community. Many parents were keen to tell the inspector the difference that the school had made to their child. One commented that: ‘My child is flourishing at this school. He is confident, happy, well supported and cared for. I could not ask for anything more.’ A further parent commented that they could not praise the commitment and skills of the staff enough. Leaders’ determination to ensure that all pupils are involved in sporting activity is a special feature of the school. Work with a sporting charity has further enabled pupils to take part in team and individual sporting opportunities at local, regional and national level. Leaders believe that through these many activities all pupils learn how to be part of a team, how to work together, how to win and how to lose and importantly, how to deal equably with such experiences. There is no doubt that sport enriches the education of the pupils in this school. Pupils whose parents work within the military attend this school. Leaders have embraced this. A specialist support worker is employed to smooth these pupils’ transition to the school. Expert support is on hand while they attend school. The inspector spoke with one parent who said that this high-quality support had made a great deal of difference to his child who was making progress, had made friends and was happy. Leaders have successfully addressed the areas identified for improvement at the previous inspection. Since this inspection, there has been much change nationally in the ways in which pupils’ academic progress is assessed. You have kept abreast of these changes. You regularly review and check that information about pupils’ progress is accurate, is understood by teachers and is then used successfully to plan pupils’ learning and to inform any specialist support that may be needed. There have been challenges. You say that in 2016 teachers were overly cautious in the assessment of key stage 2 writing. To address this you have brokered specialist advisory support, which you say has helped to further improve teachers’ confidence and the accuracy of their judgements. The partnership work to check assessments with teachers in other local schools has also been helpful. In the sample of writing seen by inspectors, the teachers’ assessment of pupils’ writing was accurate. Also, in response to the findings of the previous inspection, leaders and teaching staff have worked successfully to improve the feedback pupils receive in order to improve the quality of their work. In workbooks, inspectors saw that pupils were receiving helpful advice from their teachers across a range of subjects, including English and mathematics. Pupils said they particularly appreciated the efforts taken by their teachers to help them improve. They particularly valued their learning journals, within which they could record their personal achievements and successes. You are aware that there are areas to develop; for example, sometimes teachers need to demand from pupils higher-quality presentation and care in mathematics. In 2016, pupils’ achievement at key stage 1 in reading was disappointing. You are tackling this issue. The most recent information about pupils’ progress in reading indicates a significant improvement. A high proportion of pupils are on track to meet the expected standards. Pupils read with confidence and enjoyment. They use their phonic skills well to confidently read unfamiliar or difficult words. They enjoy reading outside school. However, at times the expectations of the small number of lower-ability pupils are not high enough. These pupils are capable of more, particularly as many achieved the national expectations in phonics. There are a small number of disadvantaged pupils in the school. The planning in place to address these pupils’ needs is good. Specialist support is in place and is often successful. Governors check that the pupil premium funding is spent appropriately and is helping eligible pupils. You are aware of the need to accelerate the progress of lower-ability disadvantaged pupils. Governors provide effective support to the school. There is a new chair of the governing body. Governors have the appropriate skills in order to conduct their roles successfully. Committee structures are in place and are helpful. The chair of the governing body is committed to ensure that this small school does not become an isolated rural school. To this end, governors are heavily involved in strategic planning to develop partnerships with other schools. Safeguarding is effective. Leaders have created a school ethos of care and consideration. Parents say they believe this to be an important feature of the school. Pupils report that they feel extremely safe in school and, quite literally, gave the school thumbs up! They say teachers know them well and are extremely caring. All those pupils spoken with say they have many people to go to if they have worries or need any help. Pupils learn about ways in which to keep themselves safe, including how to keep safe when using social media. They eloquently explain how to minimise the possible risks when using a computer or mobile telephone. Pupils are aware of the school rules in place to keep them safe. They know who the designated safeguarding lead is and what to do if they need help. Pupils’ attendance is good and is improving. Parents clearly value the school and want their child to attend. Leaders are aware of the pupils who fail to attend the school regularly enough and have effective systems in place to address this issue. They are aware of the need to pay close attention to this issue. Leaders manage the recruitment of staff efficiently. Records relating to this are well kept. An up-to-date safeguarding policy is in place. You have adopted the local authority model. We discussed the suggested staff training programme within the policy and agreed this required further consideration in order to better meet the needs of the school. You are aware of the urgent need to ensure that all staff receive up-to-date training relating to radicalisation. You recognise that, moving forward, a more strategic and sharper approach is needed to manage some of the documentation relating to pupils’ safeguarding and welfare. Inspection findings Assessment processes have improved since the previous inspection. Leaders regularly review and adapt the whole-school assessment system to make sure it provides high-quality information about the progress pupils make. Teachers receive training to make sure their judgements are accurate. They check their assessments with partners in other local schools. This means that leaders, teachers, pupils and parents have an accurate view of pupils’ achievement. The quality of teachers’ feedback is consistent across a range of subjects. For example, Year 5 and 6 pupils receive the same high-quality feedback in their topic books and in art sketch pads, as they do in English and mathematics. In some instances, pupils’ work lacks care, particularly in mathematics. This is not always addressed well enough by the teacher. Evidence in workbooks indicates that pupils are gaining many opportunities to write in meaningful ways at key stage 2. Teachers encourage pupils to write at greater length and with wider scope. Pupils apply their English grammar, punctuation and spelling skills well in their writing. Pupils use first-hand and real-life experiences as a stimulus for their writing. Pupils told the inspector they enjoyed developing the dialogue for a school drama production which they then performed. They particularly enjoyed using a range of multi-media to explore different ways to communicate. Pupils’ progress within key stage 1 is improving, particularly in reading. Pupils read with confidence and enthusiasm. They read unfamiliar words and understand meaning. Pupils told the inspector they enjoy reading both in school and at home. Teachers’ expectations of some lower-ability pupils, including lower-ability disadvantaged pupils, are sometimes not high enough. Some of these pupils are capable of achieving more than they do. The support for children whose parents are in the military is highly effective. These pupils settle well and make good progress. There are a small number of disadvantaged pupils within the school. The planning in place to address the academic barriers for these pupils is good. Further attention is now required to ensure that the progress of this group of pupils is accelerated.

The Ropsley Church of England Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree 87% Agree 13% Disagree 0% Strongly Disagree 0% Don't Know 0% {"strongly_agree"=>87, "agree"=>13, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} Figures based on 15 responses up to 25-02-2022
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Figures based on 15 responses up to 25-02-2022

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Figures based on 15 responses up to 25-02-2022

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Figures based on 15 responses up to 25-02-2022

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Figures based on 15 responses up to 25-02-2022

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Figures based on 15 responses up to 25-02-2022

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Figures based on 10 responses up to 25-02-2022

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Figures based on 15 responses up to 25-02-2022

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Figures based on 15 responses up to 25-02-2022

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Figures based on 15 responses up to 25-02-2022

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Figures based on 15 responses up to 25-02-2022

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Figures based on 15 responses up to 25-02-2022

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Figures based on 15 responses up to 25-02-2022

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Figures based on 15 responses up to 25-02-2022

Responses taken from Ofsted Parent View

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