Woodnewton- A Learning Community

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Rowlett Road
Corby
NN17 2NU
01536265173
Bust
Pupils
953
Cake
Ages
2 - 11
Gender
Gender
Mixed
Building
Type
Academy - Converter mainstream
Mr ofsted
4 1 1 2 3 4
NATIONAL AVG. 2.06
Ofsted Report
(17/7/18)
View Report - All Reports
47%
NATIONAL AVG. 65%
% pupils meeting the expected standard in reading, writing and mathematics
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School Description

The academy is significantly larger than the average-sized primary school. It converted to become an academy on 1 June 2012 and is now the lead member of the ‘Woodnewton Multi-academy Trust. When its predecessor school, Woodnewton –a learning community, was last inspected it was judged to be good. About one sixth of pupils are supported by the pupil premium. This proportion is average. The pupil premium is additional government funding for pupils known to be eligible for free school meals and for children who are looked after by the local authority. These pupils are referred to in this report as ‘disadvantaged pupils’. Around one in ten pupils is disabled or has special educational needs. This proportion is similar to that found nationally. Most pupils are from a White British heritage. The academy has a Nurture Unit for up to 10 children from the age of 4 to 8. This is specially resourced provision for disabled pupils and those who have special educational needs. It caters for children who require additional support for their social, emotional and behavioural needs who do not have a statement of special educational need. The aim of the provision is to provide the support these pupils need to be able to return to mainstream classes. The Early Years Foundation Stage includes a part-time Nursery as well as four full-time Reception classes. The academy provides access to additional provision before and after school. There is also a Children's Centre on the same site, which is inspected separately. The academy meets the government’s current floor standards, which are the minimum expectations for pupils’ attainment and progress What does the school need to do to improve further? Ensure that a greater proportion of disadvantaged pupils make rapid progress and attain standards that are similar to their classmates by: reviewing the effectiveness of current strategies used to support these pupils and ensuring those responsible for governance are clear where their responsibilities lie with regard to these pupils. Ensure that a higher proportion of pupils in Key Stage 2 are making the best possible progress, especially in writing and mathematics by: providing more opportunities for pupils to write at length and imaginatively in all classes encouraging pupils to use their mathematical skills more frequently across other subjects and contexts so that they have the opportunity to test and improve their understanding of calculation and mathematical concepts improving the consistency of teachers’ marking and feedback so that they are always detailed enough to help pupils to improve their work.

Woodnewton- A Learning Community 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

Pupil heat map key

Thermometer
Many
Some
Few
0300 126 1000

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 last School Census (released annually in July).

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 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 last 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.

See Pupil heat maps FAQs for more information about the source of pupil heat map data.

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