Great Milton Church of England Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
169
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
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
(18/10/2018)
Full Report - All Reports
45%
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)
High Street
Great Milton
Oxford
OX44 7NT
01844279388

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You and your deputy lead the school with passion and enthusiasm. You are determined that all pupils will receive the best standard of education and care possible. Governors, too, are ambitious for the school. They make regular visits to check the school‟s ongoing improvements. As a result, leaders and governors understand the school‟s strengths and weaknesses precisely. You have built a strong staff team whose members are ready and willing to support the school in its next steps. They enjoy working at Great Milton. All staff who responded to Ofsted‟s online questionnaire are proud to work at the school. Pupils told me that they enjoy coming to school because other children are friendly. They work well together and support each other in their tasks. They love many aspects of school life, including playing football and the range of after-school clubs on offer. Great Milton is a happy school. As one parent wrote, „The most important thing is that my son is so happy. He bounces out of bed every morning and is excited to learn.‟ The last inspection featured many strengths, including high attainment and good behaviour. These remain highlights of Great Milton. Provisional outcomes in reading, writing and mathematics at the end of key stage 2 in 2018 show higher proportions of pupils meeting and exceeding the expected standards than seen nationally. However, results in writing are not as consistent as in reading and mathematics. Leaders now aspire to replicate these high standards of attainment across the wider curriculum, especially for the most able pupils. Leaders have taken effective action to address the improvement areas from the previous inspection. Your focus on developing the curriculum, so that pupils greatly enjoy their learning, has been especially successful. Teachers plan lessons that spark pupils‟ interests. As a result, pupils have very positive attitudes to their learning and show high levels of engagement in lessons. They take great pride in their work. Leaders are not complacent, though, and recognise that, while subjectspecific skills in reading, writing, mathematics and science are taught very well, they are not taught so well in other subjects. This is a particular issue for the most able pupils. Treating all equally and fairly is important to the „Great Milton family‟. You have created an inclusive culture where all members of your community feel welcome. Pupils act with respect for each other. As one pupil said to me, „It is OK to be different here.‟ However, pupils‟ exact understanding of diversity and equality in modern Britain has weaknesses. In addition, leaders and governors have not ensured that the school‟s equality statement is up to date and that the school has suitable equality objectives. Safeguarding is effective. You and your leadership team have ensured that all safeguarding arrangements are fit for purpose. Day-to-day routines are secure and any necessary actions are completed without delay. Staff are highly vigilant and, as a result, there is a strong safeguarding culture at Great Milton. Pre-employment checks to ensure the suitability of all adults who work or volunteer in the school are fully in place. Staff and governors receive regular safeguarding training. Leaders work well with outside agencies to make sure that families and pupils get the help they need. Pupils whom I spoke to say that they have many adults in the school they can talk to if they have a concern. One pupil commented, „If we need help, we talk to teachers. They come up with solutions to make it right again.‟ Pupils know that they are listened to. They are very knowledgeable about how to stay safe when using the internet. One parent commented, „The atmosphere in the school is a busy hub of learning, where the children feel happy, safe and part of their “school family”.‟ Inspection findings At the beginning of the inspection, we agreed that the focus would be on: how effectively leaders have improved the progress that pupils make in writing; the effectiveness of the curriculum; and to what extent pupils are given tasks at the right level of difficulty. To improve the progress that pupils make in writing, leaders have introduced a wide range of teaching strategies which are having a positive impact on standards. For example, in a Year 2 writing lesson, pupils wrote with confidence and stamina when producing their own version of a story. Pupils across the school know how to improve their writing, using the school‟s „fix it‟ approach. Presentation is good. There are many examples of pupils writing to a high standard in subjects other than English. However, pupils‟ progress across the school is variable. Boys do not make as much progress as girls. The school has, rightly, made ensuring that all pupils make strong progress in writing a current focus for improvement. Leaders have ensured that the curriculum is broad, balanced and interesting. As a result, pupils work hard and take great care in their work. Pupils have many opportunities to represent the school in sports teams, for example, or as part of the school choir. The science curriculum ensures that pupils develop the skills they need to ask questions, observe and measure. Pupils‟ science books show that they are mastering investigative and practical skills, coupled with strong knowledge. However, scrutiny of pupils‟ books showed that subject-specific skills in other subjects are less well taught. Consequently, pupils, particularly the most able, are less challenged and make less progress across the wider curriculum than in English, mathematics and science. Pupils understand the importance of respecting and accepting everyone, and articulate a deep desire to treat everyone equally. However, as leaders acknowledge, opportunities to learn about equal rights, discrimination and prejudice are not routinely built into the curriculum. The previous inspection report asked leaders to ensure that pupils‟ work was not too easy or too hard. During my visits to lessons and while looking at pupils‟ books, I could see that pupils are routinely challenged in their English and mathematics lessons. Pupils who have special educational needs (SEN) and/or disabilities make good progress at Great Milton. However, we agreed that not enough is done to raise the level of challenge further for the most able pupils across all subjects in the curriculum. Next steps for the school Leaders and those responsible for governance should ensure that: pupils make stronger progress in writing to ensure that higher proportions of pupils meet and exceed age-related expectations in the subject the curriculum is further developed, so that all pupils, particularly the most able, are challenged to improve their subject-specific skills across the curriculum the work the school does to promote equality, diversity and pupils‟ understanding of life in modern Britain is more effective.

Great Milton Church of England Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>74, "agree"=>22, "disagree"=>0, "strongly_disagree"=>4, "dont_know"=>0} UNLOCK Figures based on 68 responses up to 08-02-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>78, "agree"=>15, "disagree"=>6, "strongly_disagree"=>0, "dont_know"=>1} UNLOCK Figures based on 68 responses up to 08-02-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>51, "agree"=>38, "disagree"=>6, "strongly_disagree"=>1, "dont_know"=>3} UNLOCK Figures based on 68 responses up to 08-02-2024
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"=>7, "disagree"=>4, "strongly_disagree"=>4, "dont_know"=>3} UNLOCK Figures based on 68 responses up to 08-02-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>54, "agree"=>35, "disagree"=>7, "strongly_disagree"=>3, "dont_know"=>0} UNLOCK Figures based on 68 responses up to 08-02-2024
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>22, "strongly_agree"=>40, "agree"=>22, "disagree"=>10, "strongly_disagree"=>4, "dont_know"=>1} UNLOCK Figures based on 68 responses up to 08-02-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>56, "agree"=>25, "disagree"=>19, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 16 responses up to 08-02-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>35, "agree"=>44, "disagree"=>13, "strongly_disagree"=>0, "dont_know"=>7} UNLOCK Figures based on 68 responses up to 08-02-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>62, "agree"=>28, "disagree"=>9, "strongly_disagree"=>1, "dont_know"=>0} UNLOCK Figures based on 68 responses up to 08-02-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>47, "agree"=>43, "disagree"=>6, "strongly_disagree"=>1, "dont_know"=>3} UNLOCK Figures based on 68 responses up to 08-02-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>43, "agree"=>47, "disagree"=>1, "strongly_disagree"=>0, "dont_know"=>9} UNLOCK Figures based on 68 responses up to 08-02-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>60, "agree"=>32, "disagree"=>3, "strongly_disagree"=>0, "dont_know"=>4} UNLOCK Figures based on 68 responses up to 08-02-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>49, "agree"=>41, "disagree"=>7, "strongly_disagree"=>0, "dont_know"=>3} UNLOCK Figures based on 68 responses up to 08-02-2024
Yes No {"yes"=>90, "no"=>10} UNLOCK Figures based on 68 responses up to 08-02-2024

Responses taken from Ofsted Parent View

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