Woodstock Primary Academy
Catchment Area, Reviews and Key Information

School Guide Rating

Hattern Avenue
3 - 11
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4 1 1 2 3 4
Ofsted Inspection
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% pupils meeting the expected standard in reading, writing and mathematics
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School Description

Pupils enjoy coming to this rapidly improving school. The new principal has made lots of improvements. These include making sure pupils are safe, behave well, and try their best. Pupils told us that if poor behaviour or bullying does happen then staff deal with it fairly. Pupils like the wide range of clubs and trips on offer. These include different sports, music, singing and the arts. Year 6 pupils attend an annual overnight trip to London. Staff are working hard to improve the attendance of pupils. Pupils’ attendance is much better than it was but there are still too many who do not attend often enough. Relationships between the school and parents are improving all the time. Parents are positive about the school. Extra support is in place for any pupils or families who need it. One parent told us, ‘The school staff go above and beyond for our children.’ What does the school do well and what does it need to do better? School leaders know what needs to be improved at the school. Some subjects, including history, geography and science, are not planned out well enough. It is not always clear how lessons link together so that pupils are able to know more and remember more. There is not yet a consistent way of teaching reading. More thought should be given to the teaching of relationships and sex education. The principal and deputy principal lead the school well. They have plans in place to address weaknesses. Some aspects of the school are now strong. However, there has not been enough time for all their actions to have the required impact. Staff told us they feel valued and part of a team. They also said leaders consider their welfare and well-being. Pupils’ behaviour and attitudes to learning are a strength. Pupils participate enthusiastically in activities. The school encourages pupils to be ‘respectful, resilient and ready to learn’. Almost all pupils are keen to learn. Disruption in lessons is rare. The curriculum for pupils’ personal development is good. Pupils develop their social skills by playing and working alongside each other. Pupils also learn about faiths and cultures that are different to their own. Pupils like working towards their ‘acclaim passport’. This encourages them to try different activities. Staff adapt the curriculum for pupils with special educational needs and/or disabilities (SEND) exceptionally well. Staff have high expectations of what these pupils can achieve. Staff use the provision known as the ‘Nest’ very well. This allows pupils to receive specialist support in a nurturing and caring environment. This Inspection report: Woodstock Primary Academy 10–11 September 2019 2 aspect of the school’s work is very good. The teaching of phonics (letters and the sounds they represent) and early reading is not as well organised as it should be. For example, not all staff have had the same training. Pupils’ reading books do not always match the letter sounds and words they have been learning. There is no whole-school approach to the teaching of early reading. In recent years not, enough pupils have achieved well in the Year 1 phonics screening check. End of key stage results are rising, but too many pupils leaving key stages 1 and 2 recently have not reached the expected national standards in reading, writing and mathematics. The quality of education in the early years is similar to that in the rest of the school. Relationships are positive between children and adults. There is a safe environment with appropriate teaching resources on offer. Children have recently been to a sealife centre and a local farm. However, the planned lessons and activities are not always sequenced well enough. Sometimes children are given tasks that are too easy for them. The local governing body has a good range of skills and experience. They have received the training they need and understand their statutory duties. Along with the multi-academy trust, they hold leaders to account.

Woodstock Primary Academy Catchment Area Map

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

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All attending pupils
National School Census Data 2020
Pupil heat map key

How many pupils attending the school live in the area?


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

0116 2527009

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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