Hawkchurch Church of England School
Catchment Area, Reviews and Key Information

Primary
PUPILS
28
AGES
2 - 11
GENDER
Mixed
TYPE
Academy converter
SCHOOL GUIDE RATING
Not Rated

Can I Get My Child Into This School?

Enter a postcode to see where you live on the map
heatmap example
Sample Map Only
Very Likely
Likely
Less Likely

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
0345 155 1019

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
(05/06/2019)
Full Report - All Reports
Small Data Set
NATIONAL AVG. 60%
% pupils meeting the expected standard in reading, writing and mathematics



Unlock The Rest Of The Data Now
We've Helped 20 Million Parents
  • See All Official School Data
  • View Catchment Area Maps
  • Access 2024 League Tables
  • Read Real Parent Reviews
  • Unlock 2024 Star Ratings
  • Easily Choose Your #1 School
£19.95
Per month
Hawkchurch
Axminster
EX13 5XD
01297678331

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. Since your appointment as full-time headteacher in September 2018, you have set out a strong commitment to the pursuit of excellence. The leaders of the academy trust provide high-quality support and rigorous challenge, helping you to establish the right direction for the school. The wider opportunities provided by the academy trust enable teachers to work together to share effective practice, moderate standards and receive training. Together with your dedicated team of staff, you have made the necessary improvements while sustaining the best aspects of the school. The school is a friendly and welcoming place where everyone is treated with respect and consideration. Warm and effective relationships between pupils and staff help to promote high standards and enjoyment in learning. Pupils are known and cared for as individuals. This is what appeals to parents, who are delighted that their children attend this ‘amazing’ school. The atmosphere created by you, your staff and governors is extremely conducive to learning. Classrooms are bright and attractive, with pupils’ work proudly displayed. Pupils say that teachers plan interesting work and they are very enthusiastic about all the school has to offer. Because pupils have not achieved as well as they could in mathematics recently, you introduced new strategies to improve teaching. These are ensuring that pupils build their knowledge of numbers effectively. Increasingly, teachers set work that develops pupils’ fluency in calculation and their ability to solve problems. However, pupils lack regular opportunities to explain their ideas and methods which would deepen their understanding still further. Nevertheless, across the school more pupils are achieving appropriately or better this year. You identified that some pupils could make stronger progress in reading. Consequently, you made changes to the curriculum to improve the teaching of reading. You strengthened the teaching of phonics, with notable success, and currently most Year 1 pupils are making strong progress. You provide pupils with high-quality texts to spark their interest and extend their knowledge of vocabulary. However, you acknowledge that there is more to do to embed this approach to make certain that pupils’ comprehension skills are developed to the full. You, together with your staff and governors, know your school very well. Leaders monitor pupils’ achievement very closely. You have high expectations that all pupils achieve well, including disadvantaged pupils and pupils with special educational needs and/or disabilities (SEND). Plans for their provision are tightly focused on improving teaching to address their needs. Pupils are making stronger progress because of carefully targeted work and effective support. Safeguarding is effective. Safeguarding has a high priority in school. Leaders from across the academy trust make regular checks on systems and practice to promote a culture of vigilance. Recruitment procedures for appointing staff follow the statutory guidance stringently. Staff and governors receive regular training in the latest requirements for safeguarding, including how to keep pupils safe from extremism and radicalisation. Staff are well trained in identifying possible signs of risk and harm. They are clear about how to report any concerns, alerting leaders promptly to any issues. Leaders are tenacious in following up any referrals to make sure they receive a satisfactory response. You know all the families of children who attend Hawkchurch very well and are diligent about pupils’ welfare, especially any whose circumstances make them vulnerable. You work closely with local agencies to ensure that pupils receive the help and support they need. Attendance is broadly average and shows improvement this year. This is because of your effective work to promote regular attendance and punctuality by supporting parents with any problems in this respect. Pupils say they feel safe in school because staff make them feel secure. Behaviour is good in lessons and around the school. Older pupils act very responsibly, clearing up after lunch and helping younger pupils at play. They have a good understanding of what constitutes bullying and how to combat this, although it seldom happens here. Pupils are knowledgeable about staying safe on the internet, knowing never to give out personal information to strangers. Inspection findings My first line of enquiry looked at improvements in mathematics teaching, especially to increase the number of pupils achieving highly. The mathematics leader introduced a new approach to teaching, where pupils build up their knowledge and then apply their new learning immediately to solving problems. As a result of effective staff training, teachers are better able to plan learning to develop pupils’ fluency in calculation and to increase their understanding of mathematical concepts. Teachers insist that pupils use the correct terminology when discussing their ideas. The work in pupils’ books shows that this approach is having a positive impact and a greater number of pupils across the school are achieving well or very well. Increasingly, the most able pupils are challenged by the ‘diving for depth’ tasks that stretch their thinking still further. However, pupils’ ability to explain their reasoning and methods is not extensive enough to deepen their understanding further. My second line of enquiry was about pupils’ reading. While the majority of pupils achieve appropriately in reading, you are aware that progress could be stronger. You ensure that teachers plan work to develop pupils’ knowledge of sophisticated vocabulary in order to improve their comprehension of texts. Pupils have specific input in reading, based on a precise assessment of their strengths and weaknesses. During the inspection, I observed you working with individual pupils to develop their comprehension skills, skilfully promoting discussion to increase their understanding. As yet, there has been insufficient time to see the full impact of this approach to ensure that progress is the best it can be. You responded swiftly to the dip in the number of Year 1 pupils who reached the expected standard for their age in the phonics screening check in recent years. Teaching of letters and sounds is very thorough to ensure that pupils develop effective early reading and spelling skills. Work precisely matched to pupils’ needs provides the appropriate support and challenge for all groups of pupils. During the inspection, I observed key stage 1 pupils using their strong knowledge of phonics to read with increasing fluency and confidence. Finally, I looked at how well leaders use additional funding to support the needs of disadvantaged pupils and pupils with SEND. You monitor their progress precisely to ensure that you identify each pupil’s needs. Using this analysis, you provide work that enables them to catch up quickly with others in school with similar starting points. Additional support from staff improves pupils’ self-esteem and confidence as learners. You know exactly where any differences in achievement remain and are taking effective action to make sure these pupils make the best possible progress. Next steps for the school Leaders and those responsible for governance should ensure that: teachers continue to help pupils develop their reasoning skills in mathematics by requiring them to explain their methods and thinking more extensively teaching across all classes continues to develop pupils’ understanding of complex language to increase their comprehension in reading. I am copying this letter to the chair of the board of trustees and the chief executive officer of the multi-academy trust, the director of education for the Diocese of Salisbury, the regional schools commissioner and the director of children’s services for Devon. This letter will be published on the Ofsted website. Yours sincerely Sandra Woodman Ofsted Inspector Information about the inspection During the inspection, I met with you and discussed the school’s self-evaluation, information about pupils’ progress and improvements since the previous inspection. Together, we observed learning in classrooms and looked at a range of pupils’ work in books. I observed you listening to several pupils read from key stage 1 and key stage 2. I talked to pupils about their work in lessons and their experience of school life. I visited the playground at lunchtime and talked informally with staff and pupils. I held meetings with the trust’s chief executive officer and with two trustees from the academy. I looked at a range of written evidence, including documents relating to safeguarding and attendance information. I took account of the 17 responses from parents who completed Ofsted’s online questionnaire, Parent View, their written comments and the views of parents who spoke to me before the start of the school day. I also took account of the views of six members of staff who completed questionnaires.

Hawkchurch Church of England School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>50, "agree"=>33, "disagree"=>6, "strongly_disagree"=>11, "dont_know"=>0} UNLOCK Figures based on 18 responses up to 06-06-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>56, "agree"=>28, "disagree"=>6, "strongly_disagree"=>11, "dont_know"=>0} UNLOCK Figures based on 18 responses up to 06-06-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>44, "agree"=>28, "disagree"=>6, "strongly_disagree"=>11, "dont_know"=>11} UNLOCK Figures based on 18 responses up to 06-06-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>50, "agree"=>33, "disagree"=>6, "strongly_disagree"=>6, "dont_know"=>6} UNLOCK Figures based on 18 responses up to 06-06-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>44, "agree"=>33, "disagree"=>11, "strongly_disagree"=>11, "dont_know"=>0} UNLOCK Figures based on 18 responses up to 06-06-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>28, "agree"=>39, "disagree"=>28, "strongly_disagree"=>6, "dont_know"=>0} UNLOCK Figures based on 18 responses up to 06-06-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>50, "agree"=>28, "disagree"=>6, "strongly_disagree"=>6, "dont_know"=>11} UNLOCK Figures based on 18 responses up to 06-06-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>56, "agree"=>17, "disagree"=>6, "strongly_disagree"=>11, "dont_know"=>11} UNLOCK Figures based on 18 responses up to 06-06-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>33, "agree"=>28, "disagree"=>22, "strongly_disagree"=>11, "dont_know"=>6} UNLOCK Figures based on 18 responses up to 06-06-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>39, "agree"=>28, "disagree"=>22, "strongly_disagree"=>11, "dont_know"=>0} UNLOCK Figures based on 18 responses up to 06-06-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>56, "agree"=>6, "disagree"=>22, "strongly_disagree"=>11, "dont_know"=>6} UNLOCK Figures based on 18 responses up to 06-06-2019
Yes No {"yes"=>78, "no"=>22} UNLOCK Figures based on 18 responses up to 06-06-2019

Responses taken from Ofsted Parent View

Your rating:
Review guidelines
  • Do explain who you are and your relationship to the school e.g. ‘I am a parent…’
  • Do back up your opinion with examples or clear reasons but, remember, it’s your opinion not fact.
  • Don’t use bad or aggressive language.
  • Don't go in to detail about specific staff or pupils. Individual complaints should be directed to the school.
  • Do go to the relevant authority is you have concerns about a serious issue such as bullying, drug abuse or bad management.
Read the full review guidelines and where to find help if you have serious concerns about a school.
We respect your privacy and never share your email address with the reviewed school or any third parties. Please see our T&Cs and Privacy Policy for details of how we treat registered emails with TLC.


News, Photos and Open Days from Hawkchurch Church of England School

We are waiting for this school to upload information. Represent this school?
Register your details to add open days, photos and news.

Do you represent
Hawkchurch Church of England School?

Register to add photos, news and download your Certificate of Excellence 2023/24

*Official school administrator email addresses

(eg [email protected]). Details will be verified.

Questions? Email [email protected]

We're here to help your school to add information for parents.

Thank you for registering your details

A member of the School Guide team will verify your details within 2 working days and provide further detailed instructions for setting up your School Noticeboard.

For any questions please email [email protected]