Dunton Bassett Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
76
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
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
(31/01/2023)
Full Report - All Reports
47%
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)
The Mount
Dunton Bassett
Lutterworth
LE17 5JL
01455209557

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. During my visit, I gained a sense of a clear ‘direction of travel’ for the school and a culture of increasingly rapid improvements. Your evaluation of the school’s performance is accurate and improvement plans focus on relevant actions to raise standards. You have introduced, or are further developing, a wide range of initiatives, which is improving standards in the school. The school is shortly to join the Inspiring Primaries Academy Trust and you are already working productively and closely with the trust. You and other staff are successfully tackling many of the areas for improvement identified at the last inspection. Leaders were asked to ensure that information about pupils’ progress is used more effectively. With the support of the trust, you have introduced a system which enables you to evaluate the progress of different groups of pupils in different classes and to identify pupils who are not making the progress they should. As a result, you and other staff have a good understanding of how well pupils are doing in each class and have regular, detailed meetings to discuss the pupils’ learning. Information is used to identify and to review the actions needed to help pupils who need to catch up. Leaders were asked to improve the quality of teaching by ensuring that tasks provide sufficient challenge. This has been partially achieved. Teachers have secure subject knowledge and are increasing the level of challenge for pupils of different abilities, so that pupils, including those who are disadvantaged and the most able, make better progress. In mathematics, for example, teachers often provide pupils with appropriate activities, including opportunities for pupils to practise their problem-solving and reasoning skills. This is not consistent in all classes. Teachers have received a range of training to develop further their skills in assessing pupils’ learning. Sometimes, teachers do not consistently use information about pupils’ learning as well as they could in order to decide when to move the pupils on to more challenging work more quickly. Leaders were also asked to provide more opportunities for pupils to write in different subjects and for different purposes. Pupils’ books show that this has been achieved. Staff have ensured that pupils write at length in science, history, religious education and other subjects. Pupils’ work shows that the pupils have stamina for writing. The often strong content of their written work is sometimes let down by inaccurate spelling, grammar and punctuation. Teachers are not consistently and rigorously challenging pupils to use spelling, grammar and punctuation accurately as well as the pupils are able. The chair of the governing body has a clear overview of the school’s strengths and weaknesses and the progress made by pupils in different classes and subjects. The governing body is increasingly sharp in holding leaders to account for the progress made by different groups of pupils, including those who are disadvantaged. Improvements to the school’s systems for checking on pupils’ progress are supporting the governing body in doing this. The governing body recognises that it has not been as stringent as it could have been in holding the school to account for the use and impact of the pupil premium. The trust recently completed a review of the use of the pupil premium funding and the governing body has identified this as an area in which it can improve its effectiveness. Pupils behave and conduct themselves well at all times of the school day. Teachers successfully encourage them to be reflective, polite and caring. Pupils understand British values and the importance of treating each other with respect. For example, a pupil in Year 6 told me that it was important to, ‘treat each other as you would want to be treated… so you have a good attitude.’ Pupils listen well and apply themselves to all that is asked of them. Teachers praise pupils’ work and efforts and, as a result, pupils generally have positive attitudes to their learning. The majority of parents and carers who responded to Ofsted’s online questionnaire, Parent View, or who spoke with me, were positive about all aspects of the school. Many commented on the friendly, caring, nurturing ethos of the school, the approachability of staff and the positive gains that their children are making in their learning. Safeguarding is effective. There is a strong culture of safeguarding. The leadership team has ensured that all safeguarding arrangements are fit for purpose. School systems for recording concerns are thorough. Leaders take timely action when they have any concerns about pupils’ welfare and well-being. Leaders ensure that staff receive relevant and up-to-date training. The school’s single central record and recruitment processes are thorough. Some minor amendments were made during the inspection. Pupils spoke with confidence about how the school teaches them to keep themselves safe, for example when online, or about road safety or ‘stranger danger’. The very large majority of parents who responded to Parent View said that their children feel safe. A minority of parents raised concerns with regard to the school’s tackling of bullying. I could find no evidence to support this. Pupils say that bullying is rare and are confident that staff will respond to concerns they may have. Inspection findings Leaders and other staff have benefited from work with a teaching school alliance, other local schools and the trust. A wide range of training, particularly more recently, has brought about improvements in leadership, teaching, learning and assessment. Leaders and governors, with the support of the trust, are bringing about increasingly rapid improvements. Current work and the school’s information about pupils’ progress show that the majority of pupils, including those who are disadvantaged, are making good progress in reading, writing, mathematics and other subjects. Sometimes teachers do not use information about pupils’ learning sharply enough to ensure that pupils move on quickly enough to more challenging work. Sometimes, work is not matched well to pupils’ needs and so some pupils, particularly the most able, do not consistently make the progress that they should. In mathematics, teachers often use visual imagery and physical apparatus well to promote pupils’ understanding of mathematical concepts and different methods of calculation. Overall, teachers also promote pupils’ problem-solving and reasoning skills. However, this is stronger in some classes than in others. Teachers have not taught some pupils to interpret and understand mathematical problems independently or to demonstrate and communicate their reasoning. The often strong content of pupils’ writing is sometimes let down by poor spelling, grammar and punctuation. Sometimes, pupils make repeated errors, which teachers do not correct. Teachers do not consistently challenge pupils rigorously enough to ensure that the pupils are more precise and accurate and apply their skills and understanding in ways that are appropriate to their ability. As a result, some pupils’ progress in writing is not as rapid as it could be. Attendance was a line of enquiry explored during the inspection. While small numbers of pupils affect overall figures, attendance, particularly for disadvantaged pupils, has been too low over time. Leaders have recently been more robust in emphasising the importance of attendance to parents, as well as supporting families whose children have high levels of persistent absence. The recently appointed education welfare officer is beginning to have an impact on attendance. As a result of leaders’ actions, attendance has improved during this academic year compared with figures for the end of 2017. Nonetheless, attendance is still below average.

Dunton Bassett Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>32, "agree"=>64, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>5} UNLOCK Figures based on 22 responses up to 31-01-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>36, "agree"=>59, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>5} UNLOCK Figures based on 22 responses up to 31-01-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>14, "agree"=>59, "disagree"=>27, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 22 responses up to 31-01-2023
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>64, "strongly_agree"=>5, "agree"=>14, "disagree"=>0, "strongly_disagree"=>9, "dont_know"=>9} UNLOCK Figures based on 22 responses up to 31-01-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>27, "agree"=>55, "disagree"=>18, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 22 responses up to 31-01-2023
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>18, "strongly_agree"=>5, "agree"=>23, "disagree"=>32, "strongly_disagree"=>23, "dont_know"=>0} UNLOCK Figures based on 22 responses up to 31-01-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>0, "agree"=>0, "disagree"=>0, "strongly_disagree"=>100, "dont_know"=>0} UNLOCK Figures based on 10 responses up to 31-01-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>0, "agree"=>36, "disagree"=>41, "strongly_disagree"=>5, "dont_know"=>18} UNLOCK Figures based on 22 responses up to 31-01-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>18, "agree"=>59, "disagree"=>9, "strongly_disagree"=>5, "dont_know"=>9} UNLOCK Figures based on 22 responses up to 31-01-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>14, "agree"=>73, "disagree"=>5, "strongly_disagree"=>9, "dont_know"=>0} UNLOCK Figures based on 22 responses up to 31-01-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>9, "agree"=>50, "disagree"=>9, "strongly_disagree"=>18, "dont_know"=>14} UNLOCK Figures based on 22 responses up to 31-01-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>23, "agree"=>68, "disagree"=>9, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 22 responses up to 31-01-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>14, "agree"=>41, "disagree"=>32, "strongly_disagree"=>5, "dont_know"=>9} UNLOCK Figures based on 22 responses up to 31-01-2023
Yes No {"yes"=>55, "no"=>45} UNLOCK Figures based on 22 responses up to 31-01-2023

Responses taken from Ofsted Parent View

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