Cosby Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
287
AGES
3 - 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
0116 3056684

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
(11/10/2022)
Full Report - All Reports
77%
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)
Portland Street
Cosby
Leicester
LE9 1TE
01162863103

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You, senior leaders and governors have a precise and accurate understanding of the school’s strengths and the areas which need improvement. This has enabled you to put in place a focused and appropriate plan to further improve pupils’ outcomes. This is known and understood by all. Leaders have successfully addressed the areas for improvement identified at the previous inspection. You have provided pupils with an exciting and engaging curriculum, which inspires their imaginations and helps to develop their key literacy and numeracy skills. Pupils enjoy school and are rarely absent. There is a purposeful atmosphere of learning in lessons. Pupils are polite and articulate, and they respect and trust their teachers to help them do their best. All pupils who I spoke with told me that behaviour is good at the school and on the rare occasions when a pupil misbehaves, teachers deal with it swiftly and appropriately. The school’s own records on behaviour and bullying corroborate this. However, a number of parents who responded to Ofsted’s free-text service expressed concerns about behaviour at the school. Leaders and governors acknowledge that more work needs to be done to communicate to parents the positive work which the school is doing in this area. Since the last inspection, pupils’ attainment in the early years and the proportion of pupils meeting the expected standard in the phonics screening check at the end of Year 1 have been above national expectations. Attainment at the end of key stage 1 has also been consistently above national expectations. However, you acknowledge that pupils’ attainment and progress in reading and mathematics at the end of key stage 2 in 2016 was disappointing. You have investigated the reasons for this, and identified that pupils struggled to apply the skills which they had learnt. Therefore, you have provided more opportunities for pupils to practise these skills in lessons and through homework. Leaders have revised the mathematics curriculum to provide well-planned and meaningful opportunities for pupils to develop their problem-solving and reasoning skills. You have ensured that this starts in the early years. Leaders have provided staff with training in mathematics and this has improved their knowledge of how pupils master key mathematical skills. Pupils apply the mathematical skills, which they have learnt over the week, to unseen questions on ‘Challenge Fridays’. This has improved their confidence and resilience to have a go. Evidence seen during the inspection demonstrated that pupils now have a better understanding of key mathematical skills, such as rapid number recall and fractions. As a result, they can clearly explain the best methods and calculations needed to solve problems. However, leaders are aware that this remains a whole-school priority to ensure that pupils can now consistently transfer this improved knowledge to their learning. Your school development plan rightly focuses on further improving the proportion of pupils who attain the higher standards at the end of key stage 2. Leaders have provided training for staff, so that they can plan learning for the most able pupils which provides them with the appropriate challenge to make the rapid progress which they are capable of. The most able pupils have learning ‘passports’ with personalised challenge targets. Leaders have ensured that pupils and parents have been involved in creating and reviewing these targets. The most able disadvantaged pupils are also working with the school’s learning mentor to ensure that they make good progress. Current school data indicates that pupils are on track to achieve at least in line with national expectations in the higher standard in all subjects this year. Safeguarding is effective. You are the designated safeguarding leader and you are supported in this role by another senior leader. You are both suitably trained and keep your knowledge current through regular online updates. Leaders and the governing body complete annual audits to check that safeguarding arrangements continue to be robust. All statutory checks on staff are carried out and recorded carefully. Records are detailed and of high quality. They reflect the determination and tenacity of staff to ensure the best provision and care for pupils. Leaders put in place effective early care for pupils to prevent problems from escalating. They work with external agencies to provide additional support to pupils and their families when needed. All staff receive regular and appropriate training and demonstrate a good understanding of their responsibilities to ensure children’s safety and well-being.

Cosby Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>47, "agree"=>44, "disagree"=>4, "strongly_disagree"=>4, "dont_know"=>0} UNLOCK Figures based on 72 responses up to 14-10-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>49, "agree"=>42, "disagree"=>6, "strongly_disagree"=>3, "dont_know"=>1} UNLOCK Figures based on 72 responses up to 14-10-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>24, "agree"=>49, "disagree"=>15, "strongly_disagree"=>3, "dont_know"=>10} UNLOCK Figures based on 72 responses up to 14-10-2022
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>64, "strongly_agree"=>4, "agree"=>10, "disagree"=>14, "strongly_disagree"=>4, "dont_know"=>4} UNLOCK Figures based on 72 responses up to 14-10-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>46, "agree"=>43, "disagree"=>7, "strongly_disagree"=>3, "dont_know"=>1} UNLOCK Figures based on 72 responses up to 14-10-2022
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>19, "strongly_agree"=>22, "agree"=>31, "disagree"=>18, "strongly_disagree"=>10, "dont_know"=>0} UNLOCK Figures based on 72 responses up to 14-10-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>8, "agree"=>25, "disagree"=>42, "strongly_disagree"=>25, "dont_know"=>0} UNLOCK Figures based on 12 responses up to 14-10-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>26, "agree"=>42, "disagree"=>10, "strongly_disagree"=>6, "dont_know"=>17} UNLOCK Figures based on 72 responses up to 14-10-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>42, "agree"=>35, "disagree"=>8, "strongly_disagree"=>4, "dont_know"=>11} UNLOCK Figures based on 72 responses up to 14-10-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>35, "agree"=>38, "disagree"=>21, "strongly_disagree"=>3, "dont_know"=>4} UNLOCK Figures based on 72 responses up to 14-10-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>38, "agree"=>46, "disagree"=>8, "strongly_disagree"=>1, "dont_know"=>7} UNLOCK Figures based on 72 responses up to 14-10-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>32, "agree"=>51, "disagree"=>8, "strongly_disagree"=>4, "dont_know"=>4} UNLOCK Figures based on 72 responses up to 14-10-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>26, "agree"=>31, "disagree"=>29, "strongly_disagree"=>4, "dont_know"=>10} UNLOCK Figures based on 72 responses up to 14-10-2022
Yes No {"yes"=>81, "no"=>19} UNLOCK Figures based on 72 responses up to 14-10-2022

Responses taken from Ofsted Parent View

Your rating:
Review guidelines
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