Waulud Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
442
AGES
3 - 11
GENDER
Mixed
TYPE
Community school
SCHOOL GUIDE RATING
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UNLOCK

How Does The School Perform?

4 1 1 2 3 4
NATIONAL AVG. 2.08
Ofsted Inspection
(11/10/17)
Full Report - All Reports
78%
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)
Wauluds Bank Drive
Luton
LU3 3LZ
01582593469

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. Since your appointment in September 2016, you have wasted no time in bringing about important changes to the quality of teaching and leadership which have secured the improvement of the school. Your understanding of the school’s strengths and remaining areas for development is accurate and you have developed a capable senior team to lead this work. All leaders and governors act effectively and staff support the direction in which you are taking the school. The school’s strong values of ‘Pride, Respect, Inclusion, Determination and Encouragement’ have the support of all staff and provide children with a very nurturing, caring environment. As a result, pupils across the year groups are taught well, develop successful attitudes to learning and make good progress. They are also respectful of their teachers and one another. Parents are very supportive of the changes you have brought about. They approve of the school’s work to keep their children safe, teach them well and help them to become confident learners. They also reported that staff are very approachable should they have concerns. In addition, parents were fulsome in their praise for the improvements that you have made to teaching, and the help given to support children to complete their homework. Parents also reported their very high approval for the specialist support offered to their children should they have a problem, or when they need extra help in order to overcome difficulties with learning. You and your staff have ensured that the school is very inclusive. Around half of the pupils join the school without English as their first language. In addition, the numbers of pupils who join the school at times other than the start of the year or who have missed part of their schooling are above average. The proportions of children who have special educational needs and/or disabilities or who are disadvantaged are also higher than the national average. You and your team meet these challenges by working hard to remove the barriers they present. As a result, pupils of all backgrounds quickly settle in and are supported to make good progress. Since the previous inspection and especially following your appointment, leaders have worked hard to make improvements. Pupils’ literacy and numeracy skills have been key priorities and clear improvements have taken place. Teachers make effective use of assessment information to plan work and activities for pupils of different abilities. Teaching is also organised to help pupils make a good start to their learning when they move up to a new class. All teaching staff benefit from effective professional development which helps them appreciate the demands of the new curriculum. Your new governor team holds accurate views of how well the school is performing and clearly understands how to challenge and support leaders in order to address the remaining areas for development. The local authority has provided appropriate support and you have also worked in an effective partnership with a highperforming primary school. As a result, leadership at your school is secure. Despite these improvements, you agree that teaching should become more challenging to help more pupils achieve the highest standards in English and mathematics, particularly those with average starting points. You also agree that some disadvantaged pupils and others who have special educational needs and/or disabilities need more precise help in lessons, so that they can tackle new and difficult work. Safeguarding is effective. All current leaders and governors undertake their statutory duties with care. Staff are suitably trained, referring to the latest government guidance. Staff are fully aware of how to act should they have concerns about any child. Similarly, pupils have full confidence in adults’ ability to help them should they need to report a concern. High-quality care is offered to vulnerable pupils. Leaders communicate effectively with appropriate agencies, while the recording and sharing of information about children is highly effective. As a result, all leaders are fully aware of the experiences of different children and can act quickly to help them if their circumstances change. All current checks on the suitability of staff and volunteers to work with children are effective. Equally, access to the school site is well managed and arrangements for visitors to enter the school building are secure.

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
01582 548016

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.

Waulud Primary School Reviews


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