Coningsby St Michael's Church of England Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
296
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, 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
(28/06/2022)
Full Report - All Reports
40%
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)
School Lane
Coningsby
Lincoln
LN4 4SJ
01526342312

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. The school is popular within the community and is growing in size. At the previous inspection, there were 10 classes, now there are 14. Pupils are no longer learning in mixed year groups. Additionally, there have been leadership developments. Most of the issues raised at the time of the last inspection have been addressed effectively. You are currently providing support to a local school, which means other members of the leadership team have had to take on more responsibilities. They have risen well to this challenge. You rightly believe the team has the skills and drive to continue this school’s improvement. The school is due to become an academy with Lincoln Anglican Academies Trust (LAAT) in March 2018. At the time of this inspection, the due diligence process had just been undertaken. You and the governing body are excited by the prospect of this partnership. Important to you is maintaining the Christian ethos that is of such significance to your vision for the school community. You lead a vibrant and caring school. Pupils and their families are known well by leaders and by all staff. A great deal happens to involve parents and carers in the education of their child. On the day of the inspection, parents were involved in a celebration of their child’s achievements, and additionally they were able to join a planning session in order to contribute to their child’s further learning. Parents were keen to inform the inspector of the value they placed on such occasions. They appreciate the support their child receives. The vast majority of parents who responded to Ofsted’s online questionnaire, Parent View, believed their child is well taught and makes good progress and would recommend the school. A large proportion of pupils who attend the school are children from families in the armed services. These children receive tremendous support. They thrive as a result. Parents of these children said they felt gratitude to the school for the consideration and care their child received. These pupils attend well and make good progress. The school has a high number of pupils who enter or leave the school at unusual times in the academic year. This is a challenge that you embrace. You told me that this was not a school that ‘stood still’. You and the staff continually adapt the provision for pupils in order to best meet their needs. You are keen to ensure that while pupils attend the school they receive the best possible support in order to make the progress they should. You rightly identify that key stage 1 is an area of focus for the school. Leaders’ actions have rapidly improved the quality of teaching, learning and assessment in this key stage. Evidence in work books indicate that pupils, particularly in Year 2, are making accelerated progress. The books we reviewed together revealed that pupils have many opportunities in lessons to produce high-quality work, including extended writing. Leaders’ information indicates that a greater proportion of pupils will achieve as their starting points indicate that they should. We agreed that, although there was evident improvement, this key stage should continue to be an area of focus. Previously, pupils’ absence was a concern for the school. This issue is being addressed by leaders. The proportion of pupils absent from school is similar to the national average. Effective strategies are in place to make sure pupils attend. These strategies involve regular contact with parents, including home visits. Pupils are also rewarded in many ways so that they value being in school. A class visit from the school pet, Hoglet, an African pigmy hedgehog, is their particular favourite treat. The number of pupils who are regularly absent has also improved. Leaders are not complacent. They regularly review their practice to ensure that more pupils are in school and are learning. You know that disadvantaged pupils do not attend school quite as often as their peers and agree that it is a priority to encourage their better attendance. Information in pupils’ work books and leaders’ records indicates that disadvantaged pupils’ progress is improving. Teachers now devise individualised plans to ensure that this group of pupils progress as they should. We agreed that, although disadvantaged pupils are receiving personalised help, more needs to be done to refine and evaluate the impact of this support, to help ensure that they achieve at the rates they should. Governors agree that their oversight of the progress made by this group of pupils could be further sharpened.

Coningsby St Michael's Church of England Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>31, "agree"=>46, "disagree"=>8, "strongly_disagree"=>14, "dont_know"=>2} UNLOCK Figures based on 65 responses up to 30-06-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>29, "agree"=>51, "disagree"=>12, "strongly_disagree"=>6, "dont_know"=>2} UNLOCK Figures based on 65 responses up to 30-06-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>14, "agree"=>49, "disagree"=>20, "strongly_disagree"=>14, "dont_know"=>3} UNLOCK Figures based on 65 responses up to 30-06-2022
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>45, "strongly_agree"=>5, "agree"=>15, "disagree"=>11, "strongly_disagree"=>17, "dont_know"=>8} UNLOCK Figures based on 65 responses up to 30-06-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>35, "agree"=>45, "disagree"=>14, "strongly_disagree"=>5, "dont_know"=>2} UNLOCK Figures based on 65 responses up to 30-06-2022
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>20, "strongly_agree"=>15, "agree"=>22, "disagree"=>18, "strongly_disagree"=>23, "dont_know"=>2} UNLOCK Figures based on 65 responses up to 30-06-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>8, "agree"=>15, "disagree"=>8, "strongly_disagree"=>62, "dont_know"=>8} UNLOCK Figures based on 13 responses up to 30-06-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>15, "agree"=>46, "disagree"=>14, "strongly_disagree"=>8, "dont_know"=>17} UNLOCK Figures based on 65 responses up to 30-06-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>23, "agree"=>51, "disagree"=>20, "strongly_disagree"=>5, "dont_know"=>2} UNLOCK Figures based on 65 responses up to 30-06-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>15, "agree"=>40, "disagree"=>28, "strongly_disagree"=>14, "dont_know"=>3} UNLOCK Figures based on 65 responses up to 30-06-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>22, "agree"=>45, "disagree"=>15, "strongly_disagree"=>3, "dont_know"=>15} UNLOCK Figures based on 65 responses up to 30-06-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>29, "agree"=>35, "disagree"=>20, "strongly_disagree"=>14, "dont_know"=>2} UNLOCK Figures based on 65 responses up to 30-06-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>15, "agree"=>34, "disagree"=>22, "strongly_disagree"=>18, "dont_know"=>11} UNLOCK Figures based on 65 responses up to 30-06-2022
Yes No {"yes"=>48, "no"=>52} UNLOCK Figures based on 65 responses up to 30-06-2022

Responses taken from Ofsted Parent View

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