Weobley Primary School
Catchment Area, Reviews and Key Information

2 - 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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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)
Burton Wood

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. Leaders, staff, governors and parents and carers all agree that Weobley is a friendly, happy and inclusive school. Parents especially value the way the school promotes their children’s all-round development and the way that staff nurture and support individuals. They recognise the care and attention that is given to everyone. Several parents mentioned that you and other members of staff are approachable and that you willingly take time to help sort out any minor problems. They particularly appreciate that you know every child by name, and that you greet them when you are out and about in the playground at the start and end of the day. One parent summed up the views of many, saying, ‘This is how all schools should be. It is well balanced, both for pupils and parents. I am extremely happy to have my children start their education there.’ During the inspection, the pupils were unfailingly polite, friendly and welcoming. They were keen to talk about their work and to tell me, for example, exactly how to do long multiplications and how to check that my answer is right. The pupils who read to me did so with confidence and evident pleasure in reading. In lessons, pupils were eager to get on with their tasks and responded quickly to instructions from their teachers and teaching assistants. Pupils try hard and persevere with tasks, even when they find them challenging. Your enthusiasm and commitment to the school and your high expectations of everyone are evident. There is a strong team spirit at Weobley. All of the staff who responded to the survey said that they are proud to work at the school, and that they enjoy their jobs. Relationships between staff and pupils are warm and supportive. There is a good climate for learning in lessons; as one parent put it, ‘There is a relaxed but professional atmosphere.’ By the end of Year 6, pupils typically achieve well. The school’s results have been above both local and national figures for the past two years, meaning that pupils are very well prepared for the move to secondary school. Pupils make strong progress across key stage 2, especially in writing and mathematics. Pupils’ progress in mathematics has been in the top 20% in the country for the past two years. You, other leaders and governors know the school well. Your self-evaluation is accurate, and areas for further development are the right ones. The areas of relative weakness that are pointed out in the last section of this letter came as no surprise to you and the governing body. You have a wealth of information about pupils’ attainment and progress at your fingertips. In discussions with teachers, you make good use of this information to decide on the next steps for individual pupils, to make sure that no one falls behind. During the inspection, we discussed ways of maximising the use of the information, for example, by drawing together a mid-year summary of the progress of groups to present to governors. Since the school was last inspected, it has entered a federation with the adjacent high school. This has been a positive move. Parents mentioned that their children benefit from the sharing of expertise and specialist teaching, and that they are well prepared for the transition to high school. Both schools benefit from the experienced, knowledgeable and enthusiastic governing body and the skills of the executive headteacher. You and the staff have dealt successfully with the areas for improvement identified at the last inspection. There are no substantial differences between the attainment of boys and girls in writing. Teachers make sure that everyone holds a pencil correctly. Pupils’ handwriting is improving as a result. The youngest pupils do physical exercises to help develop their motor skills and control. Teachers routinely ask questions that require pupils to think and explain their answers. Teachers make sure that the work pupils are asked to do is appropriately challenging. Safeguarding is effective. There is a strong safeguarding culture at Weobley. You and the governing body have ensured that all safeguarding arrangements are fit for purpose. You check that staff know and understand exactly what they need to do should they have a concern about a child. You and the staff have a good knowledge of individual pupils and their circumstances. You take all appropriate steps to protect those who may be potentially vulnerable.

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
01432 260926 (primary) 01432 260925 (secondary)

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.

Weobley Primary School Reviews

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