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

4 - 11
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How Does The School Perform?

4 1 1 2 3 4
Ofsted Inspection
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% 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)
Belgrave Road
LE15 9RT

School Description

You and the leadership team, together with governors, have maintained the good quality of education in the school since the last inspection. Your leadership of the school is respected and valued by staff and parents and carers. You have an indepth understanding of the school’s strengths and areas of weakness. Your evaluation of the school is comprehensive and accurate. Consequently, you have identified the priorities in areas requiring further improvement and your planning is well considered. Governors are kept well informed about school developments and the extent of both challenge and support has strengthened. Governors are supportive of the headteacher and make regular visits to the school in support of its further improvement. The external support provided by the local authority and the prospective Rutland Learning Trust has been instrumental in supporting leaders’ drive for improvement. This support has sharpened processes to ensure consistency, clearer accountability and improved subject leadership. The culture of the school is positive and welcoming, staff morale is high, and the pupils are polite and courteous. Pupils are proud to be at the school and describe it as a friendly and fair school. The previous inspection report called for leaders to check more regularly that pupils are fully engaged in their work and that pupils expanded their use of vocabulary in written work. In response to this, you have focused on improving the quality of teaching and learning to good effect. An important aspect to this has been your review and development of the curriculum. Pupils demonstrate positive attitudes towards their learning because they are enthused and inspired by the topics they explore. In one lesson, for example, pupils listened intently about the experiences of evacuees during the Second World War. They were willing to share their thoughts and ideas following the effective questioning by their teacher. The school’s revised curriculum is supporting pupils’ key skills in reading, writing and mathematics. An example of this is provided in newspaper reports written in Year 6 about the fate of the Titanic. Topic work about the different passengers and survivor statistics helped to inform the level of detail pupils used in their extended writing. Furthermore, the implementation of the ‘reading challenge’ and vocabulary word-wall displays have helped to develop pupils’ use of vocabulary. This was evident in samples of pupils’ written work across all year groups. Pupils now have many opportunities to write at length. Pupils’ overall progress by the end of key stage 2 is average and has been so for the last three years across all subjects. Disadvantaged pupils have made stronger progress over the past two years, particularly in writing. The progress of these pupils was better than that of their peers. The funding for pupils in receipt of the pupil premium is well spent on meeting the needs of disadvantaged pupils, for example in ensuring that they receive close support during whole-class and smallgroup learning activities. Despite improving attainment in 2018, however, fewer pupils achieved at the higher level in writing and mathematics. You have identified this as a priority for improvement and have taken appropriate action to address this issue. Evidence from pupils’ workbooks shows that progress in these subjects is strengthening. The attainment of pupils at key stage 1 has strengthened overall since 2017, particularly in mathematics. The achievement of children in early years has been consistently strong. Leaders use the primary school physical education (PE) and sport funding effectively. They have ensured that increasing numbers of pupils participate in sports-related activities, and this has been recognised by the school’s accreditation of the School Games Award at gold level. Pupils are proud to be part of the school. They are appreciative of the opportunities for learning in extra-curricular activities. These include football, archery, cookery and the ‘rock steady’ music club. A very high proportion of parents who responded to Ofsted’s online survey would recommend the school. Safeguarding is effective. You lead safeguarding well in the school. The safeguarding policy contains the latest government guidance, which the school follows. You have ensured that regular training is provided to keep staff updated on procedures and potential safeguarding risks. All staff understand what to do if they have a concern about a pupil’s well-being. Appropriate checks are made on all staff and volunteers to ensure that they are suitable to work with children. The designated lead has implemented effective processes in following up safeguarding concerns. Leaders have embedded a culture of vigilance at the school.

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
01572 722577

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.

Uppingham Church of England Primary School Reviews

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