Dr South's Church of England Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
96
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
01865 815175

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
(12/03/2019)
Full Report - All Reports
80%
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)
Bletchingdon Road
Islip
Kidlington
OX5 2TQ
01865372323

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You are very clear about the nature of the education you want to provide for pupils at Dr South’s. The recently revised school vision, ‘nurture’, ‘educate’, and ‘inspire’, encapsulates this. This clarity shapes decisions about the curriculum and experiences that you and your team provide for pupils. A strong thread of spiritual, moral, social and cultural development runs throughout the school, both in the taught curriculum and in the everyday interactions enjoyed by all. Governors, staff, parents and pupils are joined with you in delivering the school’s vision. Governors discharge their duties diligently and are effective partners with you in leading the school. As a result, there is a strong sense of unity and purpose. The academy trust recognises the importance of the school’s culture. Members of the trust told me, ‘This is a school that epitomizes the way we work.’ The school is a happy place. Everyone in it is well known, valued and included. Consequently, pupils and staff grow in skill and confidence. It is a school where people matter and thrive. Staff sought me out to tell me how supported they have been by you, and the impact this support has had on raising their confidence. As a result, they are now excited to contribute to the development of other schools in the trust and to take on increased responsibility within the school. Pupils enjoy coming to school, which they attend regularly. They value their education and the supportive relationships they build, both with adults and with their peers. A pupil told me, ‘The teachers are very nice, they give lots of respect to us.’ Pupils’ enjoyment of school is further enhanced by a creative and carefully designed curriculum. This includes many opportunities to take part in musical and sporting activities representing the school. Art work of an extremely high quality adorns the walls. Art is also used well to explore equalities issues and develop religious understanding. Careful planning ensures that pupils develop the knowledge they need across the curriculum. Nevertheless, on occasion pupils’ writing across the curriculum does not demonstrate the depth of skill and understanding of which they are capable. Pupils relish the opportunities offered, such as by being in a group to develop regular cooking skills and taking part in the ‘forest school’. Some told me their very favourite subject was mathematics, because it is ‘really fun now’. A pupil summed up why he enjoyed school so much by telling me, ‘This school is where I want to be.’ Parents value the family feel of the school and the way in which their children’s happiness and well-being are of central importance. Parents responding to the Ofsted survey, Parent View, repeatedly talked of how happy their children were at school, and how they ‘flourish in confidence and social situations’ because of the many opportunities offered to them. One parent encapsulated the views of many in saying, ‘Dr South’s provides a fantastic rounded education for pupils.’ You have maintained the strengths identified at the previous inspection. Children get off to a strong start to their school life in the early years. Children flourish because the environment provides them with a wide range of interesting and wellchosen experiences to develop their skills. Adults are highly skilled at asking questions to probe understanding and help develop the children’s understanding of concepts. Comprehensive records of learning, which include parents’ comments, contain observations which are sharply focused on what a child can do. These records are used well to plan the children’s next steps. As a result, children make rapid progress across the early years and are well prepared for Year 1. You have addressed the previous inspection issues effectively. Standards across the school are continuing to rise. A recent focus on developing mathematics has been effective. Pupils are confident and competent mathematicians. They can apply their mathematical knowledge both through solving mathematical problems and through the opportunities provided in the wider curriculum in such areas as design and cookery work. Safeguarding is effective. The leadership team has ensured that all safeguarding arrangements are fit for purpose. All the necessary recruitment checks are carried out before adults can work in school, and comprehensive safeguarding training is completed by all staff. Record-keeping is meticulous. Safeguarding processes are reviewed regularly by governors, who work effectively with school leaders to ensure that the school’s systems and procedures keep pupils safe. All staff and most parents who completed the Ofsted surveys felt that pupils were safe at school. Pupils have regular input on how to keep themselves safe, including when online. Inspection findings During the inspection we looked closely together at several specific aspects of the school’s work, including the teaching of phonics. Leaders have tackled effectively the historical decline in phonics outcomes seen in the Year 1 national phonics screening check. There is now a consistent and systematic approach to the teaching of phonics. During the inspection pupils were keenly learning phonemes (the smallest units of sound) and applying them well to their reading. Staff are confident in delivering sessions which are accurately matched to pupils’ needs. As a result, pupils are making good progress from their starting points. We also looked at how effectively middle leaders develop their subjects across the school. Staff value the systems and bespoke professional development that are in place to help them to lead their subjects well. They work effectively as individuals and in teams to ensure good subject development. Part of this is ensuring that other areas of focus, such as cookery and forest skills, reinforce and further extend pupils’ subject skills. Pupils’ books demonstrate broad experience and progression across a wide range of subjects. Pupils with special educational needs and/or disabilities (SEND) are well supported across the school. The special educational needs coordinator (SENCo) identifies pupils with SEND carefully. She works closely with pupils, parents and staff to ensure that pupils’ needs are understood and that support is underpinned by careful planning. Teaching assistants’ support for pupils with SEND is extensive and well informed. As a result, pupils with SEND thrive and make good progress from their starting points. We looked at the development of pupils’ writing across the school. The English leader has been effective in raising standards in writing. Across the school pupils write for a range of purposes, using appropriate phraseology and rich vocabulary. Careful revision of planning has ensured that the pupils’ strengths in reading are used well to enhance their writing. Systematic teaching leads to pupils applying their spelling, punctuation and grammatical skills well. While the content of work is of high quality, occasionally this is hidden by careless presentation, typically through inconsistently applied handwriting skills. Pupils write widely across the curriculum and for a range of purposes. However, sometimes this writing does not record or develop subject-specific skills well, for example in forming scientific conclusions or evaluating historical sources. As a result, some pupils, particularly the most able, do not demonstrate or develop their knowledge and understanding fully in their recorded work.

Dr South's Church of England Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>76, "agree"=>16, "disagree"=>8, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 49 responses up to 13-03-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>80, "agree"=>16, "disagree"=>4, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 49 responses up to 13-03-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>51, "agree"=>39, "disagree"=>8, "strongly_disagree"=>2, "dont_know"=>0} UNLOCK Figures based on 49 responses up to 13-03-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>71, "agree"=>20, "disagree"=>6, "strongly_disagree"=>2, "dont_know"=>0} UNLOCK Figures based on 49 responses up to 13-03-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>57, "agree"=>33, "disagree"=>4, "strongly_disagree"=>6, "dont_know"=>0} UNLOCK Figures based on 49 responses up to 13-03-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>35, "agree"=>47, "disagree"=>10, "strongly_disagree"=>4, "dont_know"=>4} UNLOCK Figures based on 49 responses up to 13-03-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>51, "agree"=>37, "disagree"=>4, "strongly_disagree"=>4, "dont_know"=>4} UNLOCK Figures based on 49 responses up to 13-03-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>27, "agree"=>33, "disagree"=>4, "strongly_disagree"=>4, "dont_know"=>33} UNLOCK Figures based on 49 responses up to 13-03-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>61, "agree"=>27, "disagree"=>4, "strongly_disagree"=>6, "dont_know"=>2} UNLOCK Figures based on 49 responses up to 13-03-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>51, "agree"=>31, "disagree"=>10, "strongly_disagree"=>4, "dont_know"=>4} UNLOCK Figures based on 49 responses up to 13-03-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>51, "agree"=>37, "disagree"=>12, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 49 responses up to 13-03-2019
Yes No {"yes"=>90, "no"=>10} UNLOCK Figures based on 49 responses up to 13-03-2019

Responses taken from Ofsted Parent View

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