East Wold Church of England Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
108
AGES
4 - 11
GENDER
Mixed
TYPE
Voluntary controlled 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
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
(22/05/2018)
Full Report - All Reports
33%
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)
Station Road
Legbourne
Louth
LN11 8LD
01507610060

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. In 2015, the school became part of a federation with a neighbouring primary school. The governing body and the executive headteacher have responsibility for both schools. This arrangement has brought benefits of shared staff training, expertise and shared leadership goals. Since your appointment as executive headteacher, in September 2017, you have carried out a thorough review of teaching, learning and assessment. As a result of your effective actions, the quality of education at the school has rapidly improved and pupils across the school are currently making good progress in reading, writing and mathematics. The school’s current assessment information shows that an increased proportion of pupils in Year 6 are on track to achieve at least age-related expectations in all three subjects by the end of the academic year. With the full support of the governing body, you quickly identified that standards at the school had begun to lapse since the last inspection. This was because, previously, leaders did not respond quickly enough to the introduction of the new national curriculum in 2014. Standards of attainment in reading, writing and mathematics at the end of key stages 1 and 2 were typically below the national average. You carry out regular checks on the quality of teaching and learning, making sure that these checks include regular assessments of the impact of teaching on pupils’ learning and progress. Members of the governing body frequently join leaders in their monitoring activities. This ensures that governors are well informed about the school’s performance. You have provided a thorough programme of additional training for staff, including teaching assistants, to ensure that teaching is effective. Your decisive actions have strengthened teaching and enable you to provide accurate reports to governors. The positive impact of teaching on pupils’ learning and progress is clear to see in their workbooks. In particular, the quality of pupils’ written work, inspired by their topic work, is good. For example, a pupil in Year 4 described a skyscraper as ‘elegantly reaching for the stars above. Thirty-two floors of fiery red concrete’ in a poem inspired by the ‘Urban Pioneers’ topic. Similarly, a pupil in Year 3 used ideas from the ‘Egyptians’ topic to describe her own desert setting, writing, ‘you can taste the sandy, hot air’. The quality of handwriting and the presentation of the work in pupils’ English books are good. The same does not apply in their mathematics books, however, where pupils take less care in the way that they set out their work, especially in key stage 1. You have introduced a range of effective measures to enhance the work of the school. For example, you have reorganised the school timetable in order to ensure that lessons get off to a brisk start in the morning and that time in lessons is used productively. Governors say that they feel there is a ‘renewed pace of learning’ across the school. You have reorganised and improved provision in the early years, including a major revitalisation of the outdoor learning area. As a result, children in the early years are very well supported in their learning and development. The school is attractive and inviting, both inside and in its outdoor spaces. Pupils with whom I spoke said how much they appreciate the space they have to run and play outside, at playtimes and lunchtimes. They enjoy being active on the ‘adventure trail’ and they equally value sitting in the ‘willow arch’ area if they prefer to sit quietly and chat. Parents are very supportive of the school and value the benefits of a small village school which is at the heart of the community. For example, parents who responded to the online survey made comments such as, ‘The school has always had a friendly feel’, describing it as ‘a lovely, well supported, small school that strives to provide its pupils with the very best education’. Parents are largely supportive of the changes which have been introduced this year. However, a number expressed the view that they would like to receive more frequent updates about the scale and progress of the changes, in order to feel reassured that there is no negative impact on their children’s learning and wellbeing. Governors confirm that they do not have a formal system for gathering and responding to the views of parents.

East Wold Church of England Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>38, "agree"=>40, "disagree"=>12, "strongly_disagree"=>8, "dont_know"=>2} UNLOCK Figures based on 50 responses up to 13-03-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>48, "agree"=>38, "disagree"=>12, "strongly_disagree"=>2, "dont_know"=>0} UNLOCK Figures based on 50 responses up to 13-03-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>22, "agree"=>44, "disagree"=>16, "strongly_disagree"=>10, "dont_know"=>8} UNLOCK Figures based on 50 responses up to 13-03-2024
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>46, "strongly_agree"=>16, "agree"=>6, "disagree"=>12, "strongly_disagree"=>12, "dont_know"=>8} UNLOCK Figures based on 50 responses up to 13-03-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>34, "agree"=>42, "disagree"=>20, "strongly_disagree"=>4, "dont_know"=>0} UNLOCK Figures based on 50 responses up to 13-03-2024
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>26, "strongly_agree"=>20, "agree"=>16, "disagree"=>20, "strongly_disagree"=>10, "dont_know"=>8} UNLOCK Figures based on 50 responses up to 13-03-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>35, "agree"=>18, "disagree"=>24, "strongly_disagree"=>18, "dont_know"=>6} UNLOCK Figures based on 17 responses up to 13-03-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>22, "agree"=>38, "disagree"=>24, "strongly_disagree"=>4, "dont_know"=>12} UNLOCK Figures based on 50 responses up to 13-03-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>24, "agree"=>50, "disagree"=>16, "strongly_disagree"=>4, "dont_know"=>6} UNLOCK Figures based on 50 responses up to 13-03-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>34, "agree"=>36, "disagree"=>26, "strongly_disagree"=>4, "dont_know"=>0} UNLOCK Figures based on 50 responses up to 13-03-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>28, "agree"=>40, "disagree"=>14, "strongly_disagree"=>0, "dont_know"=>18} UNLOCK Figures based on 50 responses up to 13-03-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>36, "agree"=>42, "disagree"=>16, "strongly_disagree"=>4, "dont_know"=>2} UNLOCK Figures based on 50 responses up to 13-03-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>20, "agree"=>34, "disagree"=>34, "strongly_disagree"=>6, "dont_know"=>6} UNLOCK Figures based on 50 responses up to 13-03-2024
Yes No {"yes"=>60, "no"=>40} UNLOCK Figures based on 50 responses up to 13-03-2024

Responses taken from Ofsted Parent View

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