Witney Community Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
210
AGES
2 - 11
GENDER
Mixed
TYPE
Academy converter
SCHOOL GUIDE RATING
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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, ONS
01865 815175

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 criteria in which schools use to allocate places in the event that they are oversubscribed can and do vary between schools and over time. These criteria can include distance from the school and sometimes specific catchment areas but can also include, amongst others, priority for siblings, children of a particular faith or specific feeder schools. Living in an area where children have previously attended a school does not guarantee admission to the school in future years. Always check with the school’s own admission authority for the current admission arrangements.

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.

How Does The School Perform?

Good
NATIONAL AVG. 2.09
Ofsted Inspection
(03/07/2023)
Full Report - All Reports
45%
NATIONAL AVG. 60%
% 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 9% of schools in England) Below Average (About 9% of schools in England) Average (About 67% of schools in England) Above Average (About 6% of schools in England) Well Above Average (About 9% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 9% of schools in England) Average (About 67% of schools in England) Above Average (About 6% of schools in England) Well Above Average (About 8% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 11% of schools in England) Average (About 59% of schools in England) Above Average (About 11% of schools in England) Well Above Average (About 9% of schools in England)
Hailey Road
Witney
OX28 1HL
01993702388

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You are currently reorganising your strong leadership team to develop potential and to support succession. Your ambition and clear vision to open a pre-school on-site will help you to prepare children for school and to extend your staff’s skills and expertise. Some parents are uneasy about these changes. You are sensitive to this and recognise the need to communicate the benefits and increased choice that the changes will offer the community. You and your governors provide clear leadership and determination to succeed. The partnership between you and your teaching team is highly effective. The open culture of shared learning and commitment to improve is tangible. As one staff member stated, ‘We are working in a climate of a growth mindset where we constantly challenge our own professional development.’ Staff value opportunities to work in coaching groups and video their lessons so that they can help each other improve. They regularly visit other schools within your strong partnerships and beyond to reflect on new ideas and methods, such as in mathematics and religious education. This inspires staff so their morale is high. The positive atmosphere you have established incorporates your pupils, who benefit from warm relationships with adults. Classroom displays help pupils to understand how their brain works and how to grow them! At the time of the last inspection you were asked to help pupils to become independent so they could contribute more to their lessons. You have clearly achieved this. Year 3 pupils ended their assembly singing with gusto about the benefits of this ‘can-do’ attitude. The school’s mascot, Yeti, helps younger pupils to approach new problems. It promotes an ‘I cannot do it yet!’ attitude which motivates them to develop resilience. Behaviour and conduct around the school is extremely good. Sport promotes this well. Pupils compete regularly, demonstrate sportsmanship and praise each other’s determination. Some of them bubbled with excitement about a Year 3 and 4 basketball competition; others built physical and emotional stamina when running the daily mile. You have sustained good outcomes for pupils. You continue to prepare most children well for Year 1 by the end of the early years. Results of the phonics screening check in Year 1 have remained above or in line with those seen nationally. Your improvement work at key stage 1 secured strong outcomes for pupils in 2016, including disadvantaged pupils. You are ambitious for more and recognise that, despite improved teaching, progress is slower at key stage 2. Less effective teaching in the past led to gaps in pupils’ knowledge, which teachers are now addressing well. Some pupils are catching up quickly. You are sensitive to pupils’, especially some girls’, anxieties to master mathematics. Your leaders are forging ahead to overcome this. The curriculum on offer is broad and rich. A typical parent view was, ‘There is always something new and interesting for the children, keeping them enthused and engaged.’ Another acknowledged that these opportunities are ‘so valuable in making them well-rounded individuals’. I shared these sentiments when I visited. Science, technology, engineering and mathematics ambassadors from the local university ignite older pupils’ scientific aspirations well. A pupil glowed with pride at the honour of his experiment representing the school in a local science competition. A visit by the touring planetarium earlier in the week had inspired a pupil to raise a thoughtful enquiry in her passport, reflecting, ‘Will the sun die some day?’ Pupils said they appreciate these visits which make them think hard about things. Pupils and parents said that this school is at the heart of the community. I would agree. During the inspection Year 2 pupils visited a local residential home to sing to residents and pre-school children visited the school. Everyone was excited about the forthcoming den-making day when they would be raising money for Save the Children. Recalling the pupils’ organisation of Red Nose Day, a school council representative told me that pupils want to make a difference to others. Safeguarding is effective. Senior leaders and governors conduct checks on safeguarding training and monitor regularly so that they know how well the curriculum prepares their pupils to keep safe. Staff are knowledgeable and vigilant about risks. This collaborative culture of safety continues to ensure timely intervention, reporting and productive partnership with specialist agencies. The special educational needs coordinator is highly respected for her work in the locality and supports other schools. Leaders are tenacious about ensuring referrals are followed up and the most vulnerable pupils in the school are supported well.

Witney Community Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>81, "agree"=>19, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 47 responses up to 03-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>83, "agree"=>17, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 47 responses up to 03-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>64, "agree"=>36, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 47 responses up to 03-07-2023
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>70, "strongly_agree"=>15, "agree"=>11, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>4} UNLOCK Figures based on 47 responses up to 03-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>68, "agree"=>32, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 47 responses up to 03-07-2023
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>26, "strongly_agree"=>57, "agree"=>15, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 47 responses up to 03-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>71, "agree"=>29, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 10 responses up to 03-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>60, "agree"=>36, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>2} UNLOCK Figures based on 47 responses up to 03-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>72, "agree"=>28, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 47 responses up to 03-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>64, "agree"=>36, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 47 responses up to 03-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>72, "agree"=>26, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>2} UNLOCK Figures based on 47 responses up to 03-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>74, "agree"=>26, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 47 responses up to 03-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>70, "agree"=>26, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>2} UNLOCK Figures based on 47 responses up to 03-07-2023
Yes No {"yes"=>100, "no"=>0} UNLOCK Figures based on 47 responses up to 03-07-2023

Responses taken from Ofsted Parent View

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