Wootton Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
393
AGES
4 - 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 2021, ONS
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 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?

4 1 1 2 3 4
NATIONAL AVG. 2.08
Ofsted Inspection
(20/11/18)
Full Report - All Reports
75%
NATIONAL AVG. 65%
% 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 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)

School Results Over Time

2017 2018 2019 UNLOCK

% pupils meeting the expected standard in Key Stage 2 tests (age 11)
2017 2018 2019 UNLOCK

% pupils meeting the higher standard in Key Stage 2 tests (age 11)

These results over time show historic performance for key exam results. We show pre-pandemic results as the fairest indicator of whether performance is up, down or stable

Farmclose Road
Wootton
Northampton
NN4 6HJ
01604761679

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You joined the school in April 2017 and understand well the strengths of the school and those aspects that require further improvement. While you are ambitious for the school, you have taken a careful and measured approach when making changes. You have ensured that your staff are suitably supported to put changes effectively in place. The governing body has developed a more strategic role. The board has recruited new governors to fill skills gaps that were identified in its recent audit. Governors have increased their visits to the school to check how effectively leaders are implementing the school improvement plan. They talk to staff and pupils and report their findings at meetings of the full governing body. Parents’ views are positive on the whole, and most would recommend the school. They appreciate the many curriculum opportunities, the strong ‘community feeling’ and the supportive and approachable staff. One parent wrote, ‘We could not have asked for a better start to our children’s education; Wootton Primary has provided them with a wonderful foundation upon which they can build and flourish in the future.’ Parents of pupils with special educational needs and/or disabilities (SEND) value the individual support their children are given to help them thrive. The pupils’ behaviour and attitudes are strengths of the school and they demonstrate a real passion for learning. They value their exciting curriculum and the many fascinating trips and visitors, along with a range of clubs and sports, that enrich it. During the inspection, a group of Year 6 pupils spontaneously recited ‘In Flanders Fields’, which they had learned as optional homework linked to their current class topic. Pupils say that staff rarely have to refer to the ‘consequences’ system as everyone strives to be the best that they can. Older pupils value the many responsibilities they have, for example as representatives on the Wootton Parliament and the anti-bullying council. Pupils feel that they have a voice and this enables them to make a real difference. They are extremely proud to demonstrate the school’s values. One child said, ‘The values are not just words on the board – they are things we definitely show.’ In the previous inspection report, the leadership team was asked to ensure that pupils are moved onto more challenging work when they are ready and that they are asked questions which make them think hard in lessons. Leaders were also asked to ensure that teachers have high expectations and insist that pupils produce their best work at all times. Pupils told me that they always have to think and work hard in school and this was evident in the lessons that I visited. Teachers asked appropriately challenging questions and supported pupils to explain their thinking in more detail. Pupils’ books, and their work displayed around school, show that they work carefully in all subjects and take great pride in their work. However, these raised expectations are only just becoming evident in key stage 1. In key stage 2, the most-able pupils are challenged to improve their writing, for example by using complex punctuation and grammar. However, they are provided with fewer opportunities to deepen their learning in reading and mathematics. Too few key stage 2 pupils reach the higher standards of which they are capable in reading and mathematics. A further area for improvement identified at the last inspection was to develop the roles of new leaders so that they contribute to improving the quality of teaching. Following a dip in pupils’ achievement in reading at the end of key stage 2, there has been a focus on improving reading. With your encouragement, this has been driven by middle leaders. Middle leaders trialled a new approach in their classrooms before cascading it across school. They have monitored the implementation and supported staff to achieve a consistent approach. Everyone at Wootton is emphatic that ‘reading is the key to learning’ and they are instilling a genuine love of reading and literature in pupils. The proportions of pupils who achieved the expected standards in reading at the end of both key stages were above the national averages. Safeguarding is effective. There is a secure culture of safeguarding pupils. Staff and volunteers have a clear understanding of their roles and responsibilities in protecting pupils from harm. Good levels of vigilance ensure that any concerns are picked up and reported appropriately. Leaders are persistent in following up reported concerns and escalating matters where action is slow to be taken. You and the pastoral team work well with external agencies and counsellors to protect pupils who are at risk of harm. Thorough checks are in place when recruiting staff, and all adults are fully vetted to ensure that they are safe to work with children. The leadership team has ensured that all safeguarding arrangements are fit for purpose.

Wootton Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree 76% Agree 15% Disagree 1% Strongly Disagree 7% Don't Know 1% {"strongly_agree"=>76, "agree"=>15, "disagree"=>1, "strongly_disagree"=>7, "dont_know"=>1} Figures based on 110 responses up to 23-11-2018
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Figures based on 110 responses up to 23-11-2018

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Figures based on 110 responses up to 23-11-2018

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Figures based on 110 responses up to 23-11-2018

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Figures based on 110 responses up to 23-11-2018

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Figures based on 110 responses up to 23-11-2018

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Figures based on 110 responses up to 23-11-2018

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Figures based on 110 responses up to 23-11-2018

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Figures based on 110 responses up to 23-11-2018

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Figures based on 110 responses up to 23-11-2018

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Figures based on 110 responses up to 23-11-2018

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Figures based on 110 responses up to 23-11-2018

Responses taken from Ofsted Parent View

Your rating:
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