Brixworth CofE VC Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
489
AGES
4 - 11
GENDER
Mixed
TYPE
Voluntary controlled 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 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?

Good
NATIONAL AVG. 2.09
Ofsted Inspection
(21/03/2023)
Full Report - All Reports
79%
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)
Froxhill Crescent
Brixworth
Northampton
NN6 9BG
01604883900

School Description

The leadership team has maintained the good quality of education in the school since the previous section 5 inspection. Since the last inspection, you have restructured leadership roles and responsibilities in order to achieve a greater clarity of purpose and sense of a team. You are proud of the collective drive of your leaders, who share the same aspirational values for your school and pupils. Your style of leadership, rooted in high standards of courtesy, consideration and respect for others, is reflected in the senior leadership team being referred to as the ‘LAMP team’. This stands for ‘leaders and managers of people’. Staff and pupils share these high standards of courtesy and mutual respect. You were very keen that I should meet as many of your leaders as possible. You were rightly confident that they could talk to me fully and accurately about the strengths of the school and the areas that you all continue to work to improve. Overall, pupils make good progress at Brixworth Primary School. You are aware of where further improvements are needed, recognising that not all pupils make the progress of which they are capable. In particular, pupils’ writing needs to improve across the school. Leaders have addressed this urgently. They have introduced a range of well-considered initiatives to raise the profile of the importance of highquality writing so that, as one leader put it, ‘pupils develop a passion for writing’. You also acknowledge that the achievement of disadvantaged pupils needs to improve, especially at key stage 1. Teachers are increasingly alert to the specific needs of individual pupils to help them catch up with others. You are also taking more time to identify the most effective interventions and have invested wisely in the appointment, training and development of teaching assistants who provide valuable support in and out of the classroom. Pupils are very enthusiastic when they talk about the school. They have a strong sense of fairness, and are very kind and mindful of the importance of looking after others. Pupils told me proudly about the recent introduction of ‘playtime pals’, where pupils who have received appropriate guidance and training take it in turns to be on duty in the playground. This idea was suggested and organised by the school council because, as one pupil said, ‘it isn’t very nice if someone doesn’t have anyone to play with’. ‘Buddy benches’ are provided so that ‘playtime pals’ can find someone who would like some company at breaktimes. Pupils are able to articulate well what they are learning. One pupil explained ably the work she was doing in a literacy lesson, presenting a balanced argument about making donations to Sport Relief. Another described very precisely how he had improved his handwriting because of the help he had received from his teacher. It was striking how often pupils in all year groups told me how they would ‘keep on trying’ if they found something difficult. Perseverance to improve their work has become routine for them because of the helpful written feedback they receive. As one pupil stated, reflecting the views of others, ‘teachers stretch you to your max – it’s really good’. You have improved levels of communication with parents since the last inspection. You provide an impressively detailed, colourful and interesting weekly newsletter, ‘Primary word’. This ensures that parents receive helpful information about pupils’ activities and achievements. Team leaders of each key stage go to great efforts to ensure parents know about the curriculum and how different subjects are taught. This starts from the earliest opportunity and helps parents to support their child’s learning at home. In the early years, the children take home cards in the shape of different letters with guidelines for parents to help their child write letters, and use phonics to pronounce them in the correct way. Early years teachers and parents keep in regular touch using notebooks that go between school and home, with helpful information and answers to parents’ queries. You described to me the rolling programme of your school improvement plan, which is just coming to the end of a three-year cycle. Your keenness to involve all stakeholders in the life and aims of the school is reflected in your consultation with pupils, parents, staff and governors in identifying the priorities for the school. The governing body supports you well. Governors are able to draw on their professional backgrounds to fulfil their roles and responsibilities. They are well prepared for meetings. They are aware of the importance of not being solely reliant on you for information and guidance. They make use of external training and carry out research independently so that they can ask you and other leaders the right questions, for example, about pupils’ progress and the use of pupil premium funding. Governors know the priorities for the school. They told me how they keep ‘a keen eye’ on the impact of the measures taken by the school to improve pupils’ writing. Their visits to the school are increasingly geared towards the key areas of the school improvement plan. Safeguarding is effective. The single central record of recruitment checks meets current statutory requirements. You have well-organised systems in place to ensure that pupils feel safe and are kept safe. You and another leader have attended training so that you are aware of your responsibilities and have recently revised your safeguarding policy to ensure it is up to date. Pupils state that bullying and name-calling are very rare. Pupils know whom they can talk to if they have any concerns and are confident that any worries are resolved promptly. Pupils are polite and respectful towards each other and adults in the school. They are very familiar with the behaviour policy and are clear that it works well. Some younger pupils who spoke to me felt that their learning was sometimes interrupted by others chatting. Older pupils were adamant that this was very unusual in their classes, because they had a better understanding of how important it was to concentrate in their lessons. All pupils agreed that teachers are very quick to pick up on pupils ‘being naughty’ and that the use of consequences, such as the loss of ‘golden time’, is very successful to ensure that poor behaviour did not continue. Inspection findings Senior leaders, including governors, have an accurate view of the strengths and areas to be improved across the school. The headteacher and governors make sure that all staff are clear on the priorities for the school, which are reflected in everyone’s performance management targets. By the end of key stage 2, more pupils than average make expected progress, with disadvantaged pupils making progress at similar rates to other pupils in the school, though fewer disadvantaged pupils make accelerated progress. While attendance is above national figures, senior leaders identify promptly when gaps persist in attendance between groups of pupils and others and tackle these appropriately. A member of staff is dedicated to provide family support. She maintains a vigilant overview of attendance and persistent contact with families. As a result of this careful identification and intervention, individual pupils have significantly improved their attendance. The inclusion manager carries out very detailed and regular tracking of the support individual pupils receive and whether it is making a difference. Senior leaders hold teachers to account if pupils are not making the progress expected of them. They identify whether the extra help pupils receive meets their needs or whether it should be changed. The school’s current achievement information indicates that this meticulous approach is beginning to make a difference. For example, gaps are reducing in achievement between pupils with special educational needs or disability and other pupils, and in key stage 1 between disadvantaged pupils and others.

Brixworth CofE VC Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>77, "agree"=>22, "disagree"=>0, "strongly_disagree"=>1, "dont_know"=>0} UNLOCK Figures based on 103 responses up to 22-03-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>85, "agree"=>14, "disagree"=>0, "strongly_disagree"=>1, "dont_know"=>0} UNLOCK Figures based on 103 responses up to 22-03-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>64, "agree"=>33, "disagree"=>1, "strongly_disagree"=>1, "dont_know"=>1} UNLOCK Figures based on 103 responses up to 22-03-2023
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>86, "strongly_agree"=>4, "agree"=>3, "disagree"=>1, "strongly_disagree"=>1, "dont_know"=>5} UNLOCK Figures based on 103 responses up to 22-03-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>53, "agree"=>38, "disagree"=>5, "strongly_disagree"=>1, "dont_know"=>3} UNLOCK Figures based on 103 responses up to 22-03-2023
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>30, "strongly_agree"=>50, "agree"=>14, "disagree"=>4, "strongly_disagree"=>2, "dont_know"=>1} UNLOCK Figures based on 103 responses up to 22-03-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>79, "agree"=>7, "disagree"=>0, "strongly_disagree"=>14, "dont_know"=>0} UNLOCK Figures based on 14 responses up to 22-03-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>66, "agree"=>26, "disagree"=>2, "strongly_disagree"=>3, "dont_know"=>3} UNLOCK Figures based on 103 responses up to 22-03-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>73, "agree"=>25, "disagree"=>1, "strongly_disagree"=>0, "dont_know"=>1} UNLOCK Figures based on 103 responses up to 22-03-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>58, "agree"=>37, "disagree"=>1, "strongly_disagree"=>3, "dont_know"=>1} UNLOCK Figures based on 103 responses up to 22-03-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>69, "agree"=>27, "disagree"=>0, "strongly_disagree"=>1, "dont_know"=>3} UNLOCK Figures based on 103 responses up to 22-03-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>59, "agree"=>31, "disagree"=>5, "strongly_disagree"=>2, "dont_know"=>3} UNLOCK Figures based on 103 responses up to 22-03-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>59, "agree"=>29, "disagree"=>6, "strongly_disagree"=>3, "dont_know"=>3} UNLOCK Figures based on 103 responses up to 22-03-2023
Yes No {"yes"=>97, "no"=>3} UNLOCK Figures based on 103 responses up to 22-03-2023

Responses taken from Ofsted Parent View

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