Wragby Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
185
AGES
4 - 11
GENDER
Mixed
TYPE
Community school
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
01522 782030

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
(06/03/2019)
Full Report - All Reports
71%
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)
Silver Street
Wragby
Market Rasen
LN8 5PJ
01673858477

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. It is evident that, with your 24 years of service at Wragby Primary School, your ‘heart is in this place’ as you put it. School leaders have a clear vision based on high aspirations for all and are determined to provide a curriculum that is rich in language and cultural experience. You are proud of the teaching team and they are proud to work here. In particular, they say how much they appreciate the way that school leaders do their utmost to help them to manage their workload and to create a good work–life balance. Staff are provided with opportunities to develop their skills through effective training and support. For example, several teaching assistants have an expertise in the teaching of phonics and in speech and language therapy. One of the areas for improvement arising from the last inspection was to develop the role of school leaders so that they could check more closely on the quality of teaching and learning. This has been fully addressed. Subject leaders now evaluate teaching and learning through observation of lessons, scrutiny of pupils’ work, discussions with pupils and analyses of assessment information. They report on the impact of their work directly to governors. Governance of the school has evolved over recent years to become more rigorous. Governors are clear about their role and carry out their duties diligently. They have a good knowledge of the school’s strengths and weaknesses and are robust in holding school leaders to account. They provide an appropriate balance of challenge and support to the senior leaders. For example, they have initiated more effective school development planning, which has clear success criteria and regular impact analysis updates. A second area for improvement from the last inspection was to ensure that teaching was always at the right level – neither too easy nor too hard – so that pupils could make better progress. School leaders have introduced a wide range of new teaching initiatives, including a more structured approach to reading, a strong emphasis on reasoning in mathematics and a detailed spelling programme that targets the words children must be able to spell correctly. These initiatives are underpinned by leaders’ uncompromising determination that all curriculum planning must be based on appropriate age-related expectations. You concede that this has not always consistently been the case, but is now a firmly established principle. The setting of higher expectations of what pupils can achieve, alongside specific initiatives to tackle weaknesses in learning, mean that pupils do make good progress. As one pupil said to me, ‘If you fly through the work, you get extra challenges. If you find it hard, you get extra support.’ Where teaching has not been consistently strong, leaders have acted swiftly to identify the problem and to provide effective support and improvement. School leaders have been proactive in providing support to families and in direct engagement with the community. For example, your use of the ‘Hansard’s Suite’ as a base for parenting classes, health clinics and free meals during school holidays is warmly appreciated by parents and carers. The parents I met were universally positive about the school and, in particular, the open and clear communication. Any minor problems are resolved quickly. Several spoke to me about how the school went ‘above and beyond’ if the family faced any difficulties. The school’s appointment of a parent support worker has released capacity for school leaders to concentrate more on teaching and learning. Pupils enjoy the ‘immersive curriculum’ based on topics that are rounded off by ‘real-life outcomes’ to which parents and families are invited. For example, Year 6 pupils loved teaching their parents how to dance the lindy hop and enjoyed serving them ration food they had prepared as part of a special event to conclude their study of the Second World War. The early years classroom is attractive and well organised. Children in Reception are attentive and enjoy learning. For example, they loved handling and talking about historic farm implements and were looking forward to doing some pancake counting. Across the whole school, behaviour for learning is a particular strength. Throughout my visit, I observed pupils being impeccably well behaved both in lessons and during dinner time and playtime. Records show that incidents of poor behaviour are very rare. One pupil said to me, ‘We are one big family because we all help each other, we have a laugh and we treat one another as we would want to be treated ourselves.’ Safeguarding is effective. Pupils feel safe and are taught how to stay safe. For example, they understand about how to be safe online and how they must ‘think before you click’. Pupils particularly relish the opportunity to be junior police community support officers and in so doing, learn about road safety. Especially memorable for them was having a go with the speed gun. Virtually all the parents who responded to Ofsted’s online Parent View survey confirmed that their children feel safe at school. Bullying, racism and homophobic name-calling are very rare. The school’s systems for ensuring that safer recruitment processes are in place are thorough and secure. The single central record of staff and volunteers is well organised, fully compliant and checked regularly by the governor with responsibility for safeguarding. All staff have had upto-date training and have received safeguarding updates. School leaders have established effective systems to make sure that staff have understood the training and can apply it, for example with quizzes and tasks. There is an appropriate number of qualified first aiders, including paediatric first aiders. Written risk assessments are very thorough and are checked and updated at least annually. Child protection records are comprehensive and securely stored and the notes contained within them are detailed and thorough. There is evidence that school leaders have been tenacious in following up referrals to social care by ensuring that vulnerable pupils and families are supported even where social care has not accepted the referral. Procedures for children missing education, as set down by the local authority, are fully followed. The three senior leaders who have a leadership role in keeping children safe ensure that safeguarding is a standing item at every meeting of the senior leadership team and thereby ensure that all information is shared appropriately. However, the safeguarding policy does not fully reflect issues specific to the school. Child protection paperwork for tracking concerns does not routinely record centrally outcomes from actions taken. Inspection findings At key stage 1, the introduction of new approaches to teaching writing and mathematics has led to improvements in progress. These new approaches are applied consistently by teachers across the key stage. Spelling is carefully tracked and errors and gaps in knowledge are analysed closely and feed into follow-up teaching. Reasoning and problem solving are well-established components in the teaching of mathematics at key stage 1. For example, pupils in Year 2 are challenged to explain whether 40 + 2 = 402, and, if not, to explain why not. This approach helps the pupils to secure a deep understanding of crucial mathematical concepts, such as place value. There is a daily focus on the rapid recall of number facts, which builds better mathematical fluency. A scrutiny of the pupils’ work confirms that teachers have appropriately high expectations of what pupils can and should achieve. Although progress is strong, attainment by the end of key stage 1 in writing and mathematics has been well below the national average for the last three years.

Wragby Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>77, "agree"=>18, "disagree"=>0, "strongly_disagree"=>5, "dont_know"=>0} UNLOCK Figures based on 22 responses up to 06-03-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>86, "agree"=>9, "disagree"=>0, "strongly_disagree"=>5, "dont_know"=>0} UNLOCK Figures based on 22 responses up to 06-03-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>77, "agree"=>23, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 22 responses up to 06-03-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>82, "agree"=>14, "disagree"=>5, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 22 responses up to 06-03-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>86, "agree"=>14, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 22 responses up to 06-03-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>77, "agree"=>23, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 22 responses up to 06-03-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>59, "agree"=>36, "disagree"=>0, "strongly_disagree"=>5, "dont_know"=>0} UNLOCK Figures based on 22 responses up to 06-03-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>64, "agree"=>18, "disagree"=>0, "strongly_disagree"=>5, "dont_know"=>14} UNLOCK Figures based on 22 responses up to 06-03-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>77, "agree"=>18, "disagree"=>5, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 22 responses up to 06-03-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>73, "agree"=>14, "disagree"=>5, "strongly_disagree"=>0, "dont_know"=>9} UNLOCK Figures based on 22 responses up to 06-03-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>59, "agree"=>36, "disagree"=>5, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 22 responses up to 06-03-2019
Yes No {"yes"=>95, "no"=>5} UNLOCK Figures based on 22 responses up to 06-03-2019

Responses taken from Ofsted Parent View

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