Weston Primary & Nursery School
Catchment Area, Reviews and Key Information

3 - 11
Voluntary controlled 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)
Maiden Street

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You and your leadership team have worked relentlessly to create a happy school in which pupils and staff feel valued. The small size of your school ensures that pupils are treated as individuals, and feel safe and secure. Parents and carers who responded to Ofsted’s online questionnaire, Parent View, have positive views about your school. One parent wrote, ‘My son is confident and happy and I feel content knowing that he will go on to his next school with a very positive outlook.’ This comment is typical of the very large number received during the inspection. Pupils are confident and self-assured and enjoy their lessons. This is because the teaching they typically experience is well matched to their needs. Teachers have good subject knowledge, and use this well to motivate pupils to want to achieve. The school is adorned with examples of pupils’ work both in corridors and in the classroom. You have made a point this year of celebrating the quality of pupils’ writing. I saw many good examples of different styles of writing around the school. Pupils are actively encouraged to revisit their writing when it is returned from their teachers with a view to making it even better. Indeed, my scrutiny of pupils’ written work shows that there is an ongoing dialogue between them and their teacher. This encourages pupils to try their best and experiment with new ideas. Pupils spoke proudly about having their work displayed in the classroom through your ‘pegs of pride’ initiative. Pupils behave very well in lessons and when moving around the school. There is very little bullying, and the school is free from graffiti. No pupils have been excluded from school for the last three years, which is testament to the respect they have for one another and their teachers. Pupils’ above-average attendance reflects how well they enjoy coming to school. Since taking up the headship of the school in January 2016, you have made a number of changes which have had a positive impact. You have addressed a legacy of weak teaching in key stage 1, restructured the grouping of pupils in lessons by combining different year groups and the governing body has recently been reconstituted. Governance is now more effective than was previously the case. School improvement planning ties in closely with your accurate and regular selfevaluation systems. Your staff share your commitment to school improvement and this is reflected through their highly complimentary responses to the online survey. Children get off to a good start in the early years. The proportion of pupils achieving a good level of development has been in line with or above the national average for the past few years. Most pupils typically achieve well over time. The legacy of weak teaching has undoubtedly impacted negatively on the quality of pupils’ writing in key stage 1. You also acknowledge that a greater proportion of the most able pupils could do better at the end of key stage 2 in achieving the higher standard in reading, writing and in mathematics combined. Your school development plan also rightly prioritises mathematics as an area for improvement across the school, as progress dipped at the end of key stage 2 in 2017. Safeguarding is effective. The safeguarding of children is of paramount importance to staff and governors of the school. All staff undergo comprehensive training on a regular basis, receive and sign to say they have received and read key policies and documents and routinely discuss safeguarding matters as agenda items at meetings. My scrutiny of records relating to vulnerable pupils shows that systems for raising concerns are known and understood by staff. Details of relevant children are meticulously maintained, appropriate external agencies informed and details of actions and resolutions are recorded with precision. The school’s single central record of recruitment checks of staff is fully compliant with current requirements.

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
0300 123 4043

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.

Weston Primary & Nursery School Reviews

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