Gayton Junior School
Catchment Area, Reviews and Key Information

Primary
PUPILS
363
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
01332 642729

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
(07/02/2023)
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)
Gayton Junior School
Littleover
Gayton Junior School, Gayton Avenue, Littleover
Derby
DE23 1GA
01332760372

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. Since taking up post as headteacher in January 2016, you have worked with staff and governors to build upon the existing strengths of the school. You lead the school with a clear sense of purpose. You have a determination, shared by other staff, that all pupils should have the very best experiences. The Gayton Passport offers pupils a wide range of interesting and exciting learning opportunities during their time at the school. They learn to swim, go to a castle, fly a kite and build a den – among many other things. Teaching of reading, writing, mathematics and science is increasingly effective. Pupils love coming to school, describing it as ‘amazing’ and ‘perfect’. They are justifiably proud of their work. Pupils behave well in lessons and when moving around the school. They respond very well to the high expectations that all who work at the school have of them. Pupils know they can rely on staff to care for them, to support them when they need it, and to make them work hard. As one child said to me, ‘Hard work? That’s a good thing.’ The staff value pupils’ work and efforts, such as their commitment to homework, and recognise these using the school’s badge system. Pupils are very keen to maintain the high standards needed to keep their gold badges. The curriculum, teaching and the whole-school experience make very strong contributions to pupils’ spiritual, moral, social and cultural development. Pupils benefit from a wide variety of visitors, visits, including to different places of worship, and extra-curricular activities such as clubs. During the inspection, a group of pupils in Year 5 were participating in the Prince William Award, which aims to develop teamwork and decision making. You expect the very best from your staff and they are keen to improve further. You have developed a collaborative culture in which all staff share their successes and ask for help and advice when they need it. They visit each other’s classrooms and other schools to extend their skills and practice. You provide them with well-designed professional development opportunities. For example, you identified the need for teachers to give better verbal feedback to pupils during lessons. Pupils explained to me how feedback from teachers and from their classmates helps them. They know what they have done well and what they need to do to improve their work. The impact of this can be seen in pupils’ consistently high attainment in writing. Parents are very positive about the work of the school. They appreciate the care and support offered to their children. They are pleased that you expect high standards of work and behaviour. The vast majority of parents would recommend the school to others. The last inspection report asked leaders to improve the way that they monitor the work of the school. Working with leaders at all levels, you have successfully done this. You provided them with external support where necessary. Together, you regularly check on the quality of teaching, the work in pupils’ books and their progress. You use this information to develop clear and succinct plans for further improvement. Leaders are passionate about improving the quality of teaching and ensuring that pupils do as well as possible. You, other staff and the governing body are very ambitious for the school. You know the school very well as a result of your checks on teaching and learning. This has enabled you to identify the right priorities for improvement. Pupils have many opportunities to develop their knowledge and understanding of other subjects. Subject leaders provide useful advice to teachers on how to challenge the most able pupils. You recognise, however, that pupils do not yet have a deep enough understanding of subject-specific skills and how to apply them. Safeguarding is effective. Senior leaders and the governing body ensure that all safeguarding arrangements are fit for purpose. You undertake regular safeguarding audits and use these to improve your practice further. You involve governors closely in this so that the governing body can check that the school is doing what it should. You promote a strong and effective safeguarding culture throughout the school. There are robust systems in place for the recruitment and induction of new staff. Teaching, support and administrative staff receive regular training and are vigilant. Security systems are effective and you rigorously assess the risks of all on-site and off-site activities. You and other members of the safeguarding team have strong links with relevant outside agencies. Safeguarding records are detailed and of good quality. You follow safeguarding issues through with tenacity. As a result, you ensure that pupils receive the help and support they need in a timely way. 2 Pupils say they feel safe. All parents who spoke to me, or who responded to Ofsted’s online survey, agree that the school keeps its pupils safe. Pupils said they know who to talk to if they have a problem, pointing out the safeguarding team’s poster to me. They are confident that staff will deal with any issues, including bullying, promptly and well. Staff teach pupils to use the internet safely and the school provides a range of website information for parents on this topic. Inspection findings In 2015, pupils’ attainment and progress in reading at the end of Year 6 were above the national averages. In 2016, however, pupils’ attainment dropped and progress slowed. Standards in reading were still broadly average but were well below the high standards that the pupils achieved in writing and mathematics. You recognised that some pupils did not read widely enough to develop an extended vocabulary. Others did not have the ‘stamina’ to read longer pieces within the time allowed. You have changed the way that you teach reading to deal with these issues. Improvements were not in place for long enough to have an impact on pupils’ attainment at the end of Year 6 in 2017. Assessment information for pupils currently in the school shows an improving picture. Pupils are now making better progress in reading. Teachers now use the ‘six reading monsters’ strategy to ask pupils more targeted questions. This helps teachers to gauge pupils’ understanding and so offer extra support or challenge where needed. Pupils are required to think hard and extend their spoken and written answers. Teachers use a range of effective techniques, including technology, to engage pupils’ interest in reading tasks and arouse their curiosity. Teaching assistants give effective support to pupils, particularly to those who can be more reticent. You have worked hard to raise the profile of reading within the school, with a particular focus on reading for pleasure. Pupils greatly enjoy the opportunity to hear teachers read to them at length. They undertake challenges based on what they have read and eagerly borrow the new books you have purchased. Most pupils read regularly at home but some parents feel less confident in supporting their children’s reading. You have already given parents support and advice and plan to do more work in this area. Overall, attainment in mathematics is above the national average, but only a small proportion of disadvantaged pupils reach the highest standards. More of them reach these standards in reading and writing. These pupils have lower starting points in mathematics when they join the school. You use the pupil premium funding effectively to provide them with targeted support from teachers and highly trained teaching assistants. As a result, pupils are making more rapid progress and standards are rising further. Pupils have very well developed writing skills. They now assess their own work accurately and receive clear feedback from their teachers and classmates. They use this information to improve their writing. Pupils use these skills to great effect in English and other subjects, producing work that is lively and interesting. Subsequent feedback often relates to the writing element of their work. As a result, pupils are less aware of the individual subject skills they need to develop.

Gayton Junior School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>71, "agree"=>23, "disagree"=>4, "strongly_disagree"=>0, "dont_know"=>2} UNLOCK Figures based on 48 responses up to 15-02-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>71, "agree"=>25, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>2} UNLOCK Figures based on 48 responses up to 15-02-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>56, "agree"=>40, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>2} UNLOCK Figures based on 48 responses up to 15-02-2023
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>71, "strongly_agree"=>10, "agree"=>8, "disagree"=>0, "strongly_disagree"=>4, "dont_know"=>6} UNLOCK Figures based on 48 responses up to 15-02-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>71, "agree"=>27, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 48 responses up to 15-02-2023
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>19, "strongly_agree"=>52, "agree"=>17, "disagree"=>8, "strongly_disagree"=>2, "dont_know"=>2} UNLOCK Figures based on 48 responses up to 15-02-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>43, "agree"=>36, "disagree"=>21, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 14 responses up to 15-02-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>60, "agree"=>31, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>8} UNLOCK Figures based on 48 responses up to 15-02-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>69, "agree"=>27, "disagree"=>4, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 48 responses up to 15-02-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>50, "agree"=>38, "disagree"=>8, "strongly_disagree"=>0, "dont_know"=>4} UNLOCK Figures based on 48 responses up to 15-02-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>71, "agree"=>25, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>4} UNLOCK Figures based on 48 responses up to 15-02-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>58, "agree"=>38, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>2} UNLOCK Figures based on 48 responses up to 15-02-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>50, "agree"=>35, "disagree"=>6, "strongly_disagree"=>0, "dont_know"=>8} UNLOCK Figures based on 48 responses up to 15-02-2023
Yes No {"yes"=>96, "no"=>4} UNLOCK Figures based on 48 responses up to 15-02-2023

Responses taken from Ofsted Parent View

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