Dronfield Junior School
Catchment Area, Reviews and Key Information

Primary
PUPILS
351
AGES
7 - 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
01629 537499

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
(23/01/2019)
Full Report - All Reports
62%
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
Dronfield
S18 1RY
01246413145

School Description

The leadership team has maintained the good quality of education in the school since the previous inspection. You lead a successful and happy school where standards and expectations are high, and where adults have pupils’ interests and welfare at heart. You are supported and challenged by a knowledgeable governing body, led by an experienced chair, who is a national leader of governance. Like you, governors know exactly why the school is good and what needs to be done to improve it further. The school’s values are captured accurately in its motto of ‘achieving potential while making learning fun’. Pupils’ overall academic attainment is above the national average, and they leave well prepared for secondary school. They have positive attitudes to learning, paying close attention in lessons and working hard. Classrooms are rich learning environments, where pupils make strong progress due to effective teaching across different year groups. You ensure that staff receive training to improve their skills, as well as the opportunity to observe colleagues teach. Staff feel that you treat them with respect, are mindful of their workload and do not place undue pressure on them. They work in consistent ways because you provide them with detailed information as to how to perform their role. The curriculum for all year groups is broad and balanced. It is enhanced by a wide range of extra-curricular activities and clubs that pupils enjoy greatly. These allow them to develop their skills in, for example, sport, music, cooking and art. Pupils were particularly keen to tell me about their enjoyment of the ‘Chocolate Enterprise’ project, and how they design and market creative products. Pupils informed me how learning at Dronfield Juniors is fun, and this makes them want to come to school. Attendance is consistently above the national average. Pupils are respectful to others. They are polite and feel very proud to be part of their school community. Unsurprisingly, the school is very popular with parents. Of those who responded to Parent View, 97% would recommend it to others. The words of one parent summed up the views of so many others by explaining: ‘It is a fully inclusive school and staff go the extra mile. They listen well and, led by the headteacher, generate a highly positive, child-centred ethos. I wish all schools were like it!’ You have attended effectively to the areas for improvement identified at the previous inspection. You have introduced an effective system for giving pupils good advice about their work. Staff also are strongly in favour of this system because they can see that it is working while being manageable for them to implement. In addition, you ensure that teachers set work at the right level of difficulty for different ability groups. Pupils explained to me how teachers guide them well so that they choose work that is challenging and that needs to be completed carefully or persisted with. Subject leaders for mathematics and English check closely on the quality of teaching in these subjects. They meet with year group colleagues to discuss this, and they have clear plans for improvement. They know that pupils do not attain as highly in writing, and they have helped to build pupils’ enthusiasm to write. They judge, correctly, that pupils use good, ambitious words when writing. For example, pupils in Year 3 include words such as ‘eerie’ when describing a pirate galleon and ‘ragged’ when describing its sails. Pupils in Year 6 write sentences such as, ‘The gloomy clouds invaded the once blue-as-the-ocean sky.’ Leaders have identified, however, that when they compose longer and more complex sentences, pupils have not consistently checked that, for instance, they have used the correct tenses, or have spelled words they know correctly, or used accurate punctuation. In addition, teachers do not give pupils sufficient opportunities to write at length. These factors inhibit more pupils from attaining greater depth in writing by the time they leave the school. Leaders for history and geography also have an understanding of the weaker aspects of teaching in their subject. They have concluded that, while teachers are effective at developing pupils’ factual knowledge, pupils’ skills in applying this knowledge to, for instance, interpret first-hand evidence such as a census, are not as strong. Teachers also do not currently have a system to assess pupils’ skills. Leaders have not planned clearly how they will work with colleagues to improve teaching so that pupils make consistently strong progress in these subjects.

Dronfield Junior School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>82, "agree"=>17, "disagree"=>1, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 117 responses up to 25-04-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>79, "agree"=>21, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 117 responses up to 25-04-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>61, "agree"=>35, "disagree"=>4, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 117 responses up to 25-04-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>78, "agree"=>19, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>2} UNLOCK Figures based on 117 responses up to 25-04-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>74, "agree"=>24, "disagree"=>3, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 117 responses up to 25-04-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>56, "agree"=>38, "disagree"=>6, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 117 responses up to 25-04-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>72, "agree"=>27, "disagree"=>1, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 117 responses up to 25-04-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>48, "agree"=>29, "disagree"=>1, "strongly_disagree"=>0, "dont_know"=>22} UNLOCK Figures based on 117 responses up to 25-04-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>74, "agree"=>22, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>2} UNLOCK Figures based on 117 responses up to 25-04-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>68, "agree"=>22, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>8} UNLOCK Figures based on 117 responses up to 25-04-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>49, "agree"=>43, "disagree"=>6, "strongly_disagree"=>1, "dont_know"=>2} UNLOCK Figures based on 117 responses up to 25-04-2019
Yes No {"yes"=>97, "no"=>3} UNLOCK Figures based on 117 responses up to 25-04-2019

Responses taken from Ofsted Parent View

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