Wigmore Primary School
Catchment Area, Reviews and Key Information

Primary
School Guide Rating
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Ford Street
Wigmore
Leominster
HR6 9UN
01568770333
Pupils
181
Ages
5 - 11
Gender
Mixed
Type
Academy converter
4 1 1 2 3 4
NATIONAL AVG. 2.08
Ofsted Inspection
(22/10/19)
Full Report - All Reports
72%
NATIONAL AVG. 65%
% pupils meeting the expected standard in reading, writing and mathematics
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School Description

Pupils are happy and confident, and enjoy being with their friends. Pupils say, ‘Our school is fun, fair and we work as a team.’ Staff and pupils welcome visitors to their school and they are proud to show it off. The school’s motto is ‘Enjoying learning together’. Linked to this, leaders and staff want pupils to do their very best and be happy at the same time. They have successfully created a climate where this happens. There is a calm atmosphere in classrooms and around the school. This means that pupils can learn without distraction. Pupils’ behaviour is positive and they get along with each other. Pupils have a clear understanding of the different types of bullying. Bullying is rare, but when it does happen, staff are quick to deal with it. Parents and pupils value the wide range of after-school clubs and off-site visits, especially the trip to Dunkirk. These activities help to make pupils’ learning exciting and memorable. Parents value the welcoming atmosphere of the school. Parents say, ‘The school feels like a family and the older children look after the younger ones.’ What does the school do well and what does it need to do better? Most of the curriculum is well planned. In many subjects, teachers are clear about what to teach, when to teach it and the order in which knowledge needs to be taught. This means that teaching builds on what pupils have learned before. In these subjects, pupils remember what they have been taught and they can speak confidently about it. Standards achieved in national tests in English and mathematics are consistently above the national average. In a few subjects, such as computing, the sequence of learning is not as well developed. Lessons are not always connected and do not always build on what pupils have learned in the past. In these subjects, pupils do not remember what they have been taught as readily as in other subjects. When children join the Nursery and Reception classes they settle quickly and are keen to learn. This is because staff work closely with families, even before children start school. Children are thrilled to be learning new things and they get very excited. Activities build on what children already know because the teaching is planned well. Staff encourage learning at every opportunity. Children are confident, curious and keen to speak to visitors. The classrooms and outdoor areas are welcoming and support learning. Strong relationships exist between the staff and the children. Children are nurtured and cared for well. Teachers put their own stamp on teaching and make lessons interesting. Teachers have good subject knowledge. As a result, they explain new ideas clearly in ways that pupils understand. Teachers model subject-specific language during lessons accurately. Pupils are starting to do the same when they share their understanding. Teachers and teaching assistants use questioning well to check and deepen pupils’ understanding. In nearly all cases, work set is matched to pupils’ needs. This means pupils can complete work independently with an appropriate level of support. Pupils with special educational needs and/or disabilities (SEND) are supported well. Reading has a high priority across the school. Pupils enjoy sharing stories. Phonics sessions are crisp, purposeful and well taught. Pupils read regularly in school and at home. In most cases, reading books are well matched to pupils’ reading ability. Staff have high expectations of behaviour and pupils do not let them down. Pupils enjoy working together. Learning discussions between pupils are common. Older pupils from the high school often visit to support pupils with their learning and play. Trips, visits and special events make learning relevant. Leaders have made links with a school in Tanzania. This helps to raise pupils’ awareness of the world beyond Wigmore. Sport has a high priority in the school. Pupils attend competitions against other schools. From an early age, pupils learn about healthy lifestyles. Older pupils know how to keep themselves safe online. Leaders, teachers and support staff work well together. The school is well led. Pupils are at the centre of all decisions. Staff value the training they receive. They agree that leaders are considerate of their well-being. Those responsible for governance are committed to helping the school provide the best possible education. They support and challenge school leaders to bring about improvements. They make checks on the provision for English and mathematics. However, they are less confident when checking the quality of education in other subjects.

Wigmore Primary School Catchment Area Map

This pupil heat map shows where pupils currently attending the school live.

Enter a postcode to see where you live on the map
heatmap example
Source:
All attending pupils
National School Census Data 2020
ONS
Pupil heat map key

How many pupils attending the school live in the area?

Many
Some
Few



The concentration of pupils shows likelihood of admission based on distance criteria

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.

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