Claverdon Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
202
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
01926 410410

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
(27/06/2023)
Full Report - All Reports
84%
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)
Breach Lane
Claverdon
Warwick
CV35 8QA
01926842403

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You and the deputy headteacher have a determined and successful focus on sustaining good outcomes for pupils. You work well with other leaders and governors, to identify and positively address areas for development. A key characteristic of the continued success is that leaders, governors and staff know the community well. Good teaching and strong bonds between pupils and staff enable pupils to flourish. You have ensured that pupils’ personal development is at the forefront of the school’s work. Pupils have mature and sensitive views. They are polite, happy and curious about their learning. Your school motto of ‘Reach for the stars and achieve the Rs’ is embedded among the pupils. They have a deep understanding of the school values: respect, responsibility, resilience and recognising success in themselves and others. They are considerate of each other and socialise well. There is a clear sense of teamwork between staff and pupils. Comments from pupils included, ‘Teachers are kind and helpful’, and ‘They are patient with us, so if you are finding something difficult, they will listen and explain.’ Leaders and governors are reflective about aspects of leadership. You debated how refinements could be made to the format for evaluating the school’s effectiveness, and the way that performance data is analysed. The deputy headteacher streamlined the templates, so that leaders and governors can easily identify weaknesses and focus precisely on what needs to be improved. The systems are very effective. For example, the school improvement plan has clear time-specific actions, with measurable success criteria. As a result, leaders and governors know the impact of their work and continue to develop the school. You make sure that other leaders are given opportunities and are trusted to lead. This provides good wider leadership capacity. For example, the English leader has brought about successful changes to writing across the school. This leadership capacity has enabled you and your deputy headteacher to build effective external networks. As a lead school for an initial teacher training organisation, you provide good support to teachers that are new to the profession. You have responded well to areas for improvement since the previous inspection. Staff have been provided with opportunities to share best practice in school. Teachers with strengths in certain subjects are used to modelling and supporting the teaching of others. Staff in the early years have been to other schools to see high-quality early years provision. Teachers’ questioning has developed well and it enables pupils to think for themselves. Teachers also ensure that pupils acquire and apply new skills on a regular basis. In writing, teachers introduce new grammar and punctuation accurately, so that pupils can apply them well into longer pieces of writing. In mathematics, pupils develop good calculation skills before applying their understanding to reasoning problems. However, some of the most able pupils in key stage 1 are not consistently challenged to reach the higher standards. Governors are skilled and they take their role very seriously. They provide an effective blend of challenge and support. Shortly after the assessment results at the end of the 2016/17 academic year, governors asked probing questions of leaders regarding the attainment at the end of key stage 1. Governors have ensured that the school website is a strong example and rich source of information for parents and carers. Your curriculum is thoughtfully considered and enables pupils to develop a range of skills in a variety of subjects. Staff bring alive the different themes, which helps to spark pupils’ enthusiasm for learning. Pupils spoke with knowledge and excitement when describing their learning in the theme, ‘Mexico and the Mayans’, in which they contrasted modern Mexico with the ancient Mayan civilisation. Pupils also really enjoy being creative in their art lessons and the special focus art weeks. Comments from pupils included, ‘You get the chance to express yourself.’ Staff have developed a range of enrichment activities for pupils. Extra-curricular clubs are popular, such as French, choir, football, running and book club. Pupils are motivated by the regular sports competitions on offer. The before- and after-school care you provide is also extremely successful. However, pupils are not as well provided for outside at lunchtime. They do not have a range of purposeful activities to stimulate them when playing. Pupils commented that they would appreciate more to do.

Claverdon Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>63, "agree"=>35, "disagree"=>1, "strongly_disagree"=>0, "dont_know"=>1} UNLOCK Figures based on 100 responses up to 28-06-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>75, "agree"=>25, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 100 responses up to 28-06-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>59, "agree"=>38, "disagree"=>1, "strongly_disagree"=>0, "dont_know"=>2} UNLOCK Figures based on 100 responses up to 28-06-2023
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>74, "strongly_agree"=>4, "agree"=>14, "disagree"=>3, "strongly_disagree"=>0, "dont_know"=>5} UNLOCK Figures based on 100 responses up to 28-06-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>44, "agree"=>41, "disagree"=>11, "strongly_disagree"=>3, "dont_know"=>1} UNLOCK Figures based on 100 responses up to 28-06-2023
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>27, "strongly_agree"=>30, "agree"=>30, "disagree"=>10, "strongly_disagree"=>3, "dont_know"=>0} UNLOCK Figures based on 100 responses up to 28-06-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>23, "agree"=>38, "disagree"=>23, "strongly_disagree"=>15, "dont_know"=>0} UNLOCK Figures based on 13 responses up to 28-06-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>45, "agree"=>47, "disagree"=>7, "strongly_disagree"=>0, "dont_know"=>1} UNLOCK Figures based on 100 responses up to 28-06-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>52, "agree"=>42, "disagree"=>6, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 100 responses up to 28-06-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>38, "agree"=>53, "disagree"=>8, "strongly_disagree"=>1, "dont_know"=>0} UNLOCK Figures based on 100 responses up to 28-06-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>61, "agree"=>36, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>1} UNLOCK Figures based on 100 responses up to 28-06-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>71, "agree"=>24, "disagree"=>4, "strongly_disagree"=>1, "dont_know"=>0} UNLOCK Figures based on 100 responses up to 28-06-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>50, "agree"=>36, "disagree"=>7, "strongly_disagree"=>2, "dont_know"=>5} UNLOCK Figures based on 100 responses up to 28-06-2023
Yes No {"yes"=>93, "no"=>7} UNLOCK Figures based on 100 responses up to 28-06-2023

Responses taken from Ofsted Parent View

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