Asquith Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
326
AGES
3 - 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
0300 500 80 80

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?

Requires Improvement
NATIONAL AVG. 2.09
Ofsted Inspection
(07/03/2023)
Full Report - All Reports
44%
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)
Asquith Street
Mansfield
NG18 3DG
01623454969

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You have an accurate and realistic view of the school’s strengths and areas that need further development. You have developed a strong team of staff, who provide learning activities that pupils find interesting and enjoyable. The leadership team and subject leaders have identified accurate priorities for improvement. The school promotes key values of respect, responsibility, determination, understanding, cooperation and honesty. The school has improved steadily since the previous inspection. Pupils study a broad range of subjects and have good opportunities to take part in clubs, sports activities and trips. The culture of the school helps pupils to feel happy and secure. I spoke with several during my visit and they all liked the school’s friendly and welcoming atmosphere. One made a typical comment by saying, ‘I love this school.’ Relationships in lessons and around the school are very positive and supportive. Pupils get on well with each other and older pupils often support and help the younger ones. They find learning interesting and engaging. Over time, pupils have made increasingly good progress in reading, writing and mathematics because teaching has improved. In 2017, Year 6 pupils made average progress from their starting points. The proportion of Year 2 pupils who achieved the expected standard in the phonics screening check was average, reflecting the attention that the school has given to this aspect of learning. A greater proportion of children are reaching a good level of development by the time they leave the Reception Year and many make good progress from their starting points, which are often well below those typical for their age. The proportion reaching a good level of development is, however, still below average. Some disadvantaged pupils have not caught up with their peers during this stage in their learning. Improving pupils’ writing has been a key priority across all year groups. The pupils are using their increased skills initially to talk about ideas, using symbols to represent words, and then writing with confidence, using ‘cold’ and ‘hot’ tasks. They take pride in their work. Pupils have an increasingly good understanding of grammar; they practise spellings regularly and are improving their reading skills. For example, older pupils are able to describe terms such as fronted adverbials or similes with confidence. They understand and describe how they might use these features of language to make writing more effective. Pupils enjoy the wide range of lesson topics that they cover and this has helped many to become very positive about their learning. Pupils are also secure and confident in their use of different calculations because teaching this has been a priority. You have identified the need for them to apply their mathematical skills in more challenging contexts. You are aware that staff need to expect more pupils to achieve work that is of greater depth. Although the outcomes for disadvantaged pupils are improving, expectations for this group are not high enough. You have reviewed the expectations for pupils in key stage 1 and are aware that they do not make strong progress, especially in Year 1. Staff identify pupils’ gaps in the pupils’ learning and use teaching assistants, or small-group activities, to provide extra support in order to reduce the gaps. Staff manage behaviour well, using positive comments to help them remain enthusiastic and focused. Pupils regularly work with their peers, especially in literacy and numeracy sessions. You have provided extra support for staff when needed. You have focused attention on the areas for development identified in the previous inspection. For example, the teaching of calculation in mathematics is more secure, questioning is often aimed at stretching pupils, and feedback to the pupils is now in line with the school’s policy. You have developed a partnership with a group of local schools and are using this to develop helpful support. The governing body has developed its skills and expertise by reviewing membership, recruiting new governors and attending regular training. Safeguarding is effective. The leadership team has ensured that all safeguarding arrangements are fit for purpose. All staff receive regular training and this has enabled them to feel confident about how to report any concerns that they might have. Staff and governors have received training about the ‘Prevent’ duty. The school has responded positively to the further areas for development noted in the section 8 inspection of safeguarding carried out in September 2016. Information about safeguarding incidents are now collected using an electronic system, which helps senior staff to monitor and check on any concerns carefully. Senior staff attended regular training in order to ensure that their skills and understanding of local issues are updated. You have made sure that you follow up any particular issues with social services and have not been afraid to pursue matters when you have felt that this has been necessary. The school carries out appropriate checks to ensure that staff, visitors and volunteers are suitably qualified and experienced. Thorough records are kept, which show how information was collected, by whom and when. Pupils say that they feel safe. They said that ‘we get on well with each other’ and that the school manages behaviour well. They are aware that a very small number of pupils sometimes find it difficult to follow the school’s expectations for behaviour, but recognised that those pupils receive additional support. The very large majority of staff who completed a survey feel that behaviour is managed well, and none of the small number of parents who completed Parent View mentioned behaviour as a concern. Behaviour records are thorough. Pupils are made aware of how to stay safe when using the internet and when crossing roads. You have improved the attendance of some of the pupils who are persistently absent. The number of disadvantaged pupils who are persistently absent is lower than it was and the attendance of the group has improved overall. Disadvantaged pupils are, however, still more likely to be persistently absent than others at the school. Inspection findings School leaders are aware of the importance of promoting good attendance. The school uses first-day calls for non-attendance and regular follow-up calls. You have identified a key group of pupils who do not attend school regularly and you monitor them carefully. You have taken steps to deal with the most persistent cases of absence. You have challenged requests for authorised absence, such as for holidays in term time. This has meant that unauthorised absence has increased. You are working with agencies such as the local authority to tackle some of the problems faced by particular pupils. A very small number of pupils have specific needs that contribute to their poor attendance. Staff provide additional support and encouragement for these pupils. In many, but not all, cases this has improved their attendance and attitudes to learning. You have made it a priority to provide disadvantaged pupils with the support that they need in order to do well. The pupils receive additional support through individual sessions, group activities and, in some cases, extra support in lessons. None of the disadvantaged Year 6 pupils attained greater depth in the 2017 key stage 2 tests. School leaders are aware of the need to identify barriers to learning more rapidly, especially when they are in the Nursery, Reception and key stage 1, in order to improve the progress they make during these phases of their learning.

Asquith Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>47, "agree"=>41, "disagree"=>12, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 17 responses up to 08-03-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>53, "agree"=>41, "disagree"=>6, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 17 responses up to 08-03-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>41, "agree"=>41, "disagree"=>6, "strongly_disagree"=>12, "dont_know"=>0} UNLOCK Figures based on 17 responses up to 08-03-2023
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>53, "strongly_agree"=>12, "agree"=>12, "disagree"=>18, "strongly_disagree"=>6, "dont_know"=>0} UNLOCK Figures based on 17 responses up to 08-03-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>47, "agree"=>47, "disagree"=>0, "strongly_disagree"=>6, "dont_know"=>0} UNLOCK Figures based on 17 responses up to 08-03-2023
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>24, "strongly_agree"=>35, "agree"=>24, "disagree"=>18, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 17 responses up to 08-03-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>67, "agree"=>33, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 10 responses up to 08-03-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>24, "agree"=>47, "disagree"=>12, "strongly_disagree"=>6, "dont_know"=>12} UNLOCK Figures based on 17 responses up to 08-03-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>47, "agree"=>41, "disagree"=>12, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 17 responses up to 08-03-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>47, "agree"=>29, "disagree"=>18, "strongly_disagree"=>6, "dont_know"=>0} UNLOCK Figures based on 17 responses up to 08-03-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>41, "agree"=>41, "disagree"=>18, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 17 responses up to 08-03-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>59, "agree"=>29, "disagree"=>12, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 17 responses up to 08-03-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>35, "agree"=>29, "disagree"=>6, "strongly_disagree"=>12, "dont_know"=>18} UNLOCK Figures based on 17 responses up to 08-03-2023
Yes No {"yes"=>76, "no"=>24} UNLOCK Figures based on 17 responses up to 08-03-2023

Responses taken from Ofsted Parent View

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