Kilham Church of England Voluntary Controlled School
Catchment Area, Reviews and Key Information

Primary
PUPILS
116
AGES
3 - 11
GENDER
Mixed
TYPE
Voluntary controlled school
SCHOOL GUIDE RATING
unlock
UNLOCK

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

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
(12/12/2018)
Full Report - All Reports
54%
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

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)
Millside
Kilham
Driffield
YO25 4SR
01377830392

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. As acting headteacher, you are leading the school with commitment and determination. In the short time you have been in post, you have gained the support of staff, pupils, parents and carers. Together with the staff and governors, you have ensured that the school continues to be a warm and welcoming school that serves the local community well. Pupils enjoy coming to school and attend regularly. They behave exceptionally well in class and around school and want to make progress. Pupils are polite and friendly towards one another and have very positive relationships with their teachers. They strive to be ‘caring, friendly and learn well’, in line with the school’s values. Pupils are enthusiastic about the many musical and sports-based opportunities that are offered by the school. For example, pupils enthusiastically told me about learning the haka as part of their physical education lessons. Parents are very supportive of the school and the work of you and your team. Almost every parent who shared their view using the Ofsted online survey, Parent View, would recommend the school to others. As one parent told me, ‘This is a fantastic school. We couldn’t ask for better.’ Another commented, ‘I wouldn’t want my child to go anywhere else. It’s a truly special school.’ Staff recognise that you have ensured consistency for the school. All of the staff who responded to Ofsted’s questionnaire strongly agreed that the school is well led and managed. You have developed a learning culture among staff. They are eager to reflect on how well their teaching improves pupils’ learning so that they can contribute to the school’s journey of improvement at the heart of the local community. Following your appointment in September 2018, you ensured that you quickly understood the school very well. Your self-evaluation accurately identifies the school’s strengths and points out where improvements are needed. For example, the proportion of children achieving a good level of development at the end of the Reception Year has been below average for the last three years. This is a current priority. Individual action plans point to the next steps and the targets that you are working towards. You have worked well with the headteacher designate to try to ensure that he knows the school well and that the pace of improvement you have established will continue on his appointment in January 2019. By the end of key stage 2, pupils are making good progress in writing and mathematics. However, the progress made by middle-attaining pupils from their individual starting points in reading has not been as strong as it could be. Consequently, in 2018, standards in reading were below average. By the end of key stage 1, standards in reading have been below average for the last two years. When inspectors visited the school in 2015, leaders were asked to improve teaching by sharing the good practice within the school to develop teachers’ skills further. There is a great sense of teamwork and teachers enjoy the opportunities they have to share their expertise and learn from each other. Leaders were also asked to raise pupils’ progress and attainment in writing across the school. Pupils are given opportunities to write for a variety of purposes in a range of subjects. The focus on improving writing has been successful. As a result of the school’s determined focus on improving the teaching of phonics, the proportion of Year 1 pupils meeting the phonics screening check standard has improved and, in 2018, was in line with the national average. The English leader is knowledgeable about pupils’ progress and teaching across the school. As part of her work, she makes regular checks on the quality of work in pupils’ books and by visiting classrooms. Governors have a range of skills and all are committed to the school. They have a clear understanding of the school’s position and receive useful and timely information to allow them to carry out their roles. Governors regularly visit the school. Each governor has an area of responsibility and regularly evaluates the effectiveness of that area alongside leaders and teachers. Safeguarding is effective. Pupils’ safety is a priority for the school. Leaders have ensured that all safeguarding arrangements are fit for purpose. All staff are provided with safeguarding training when they join the school, and this is updated annually. Staff are kept up to date with any changes as they occur. Leaders ensure that all the appropriate preemployment checks are carried out on staff and volunteers. Staff know their pupils well. Any concerns are reported, considered carefully and prompt action is taken. Case files are detailed and well organised. Pupils spoke confidently about the ways in which staff work hard to keep them safe and look after them. They say that they feel safe in school and staff agree. Pupils know who to go to if they have a concern and they feel supported by the ways in which issues are resolved. Pupils know how to keep safe on the internet and the reasons for doing so. Inspection findings During this inspection, I focused on three lines of enquiry. The first of these looked at how effectively leaders are improving pupils’ progress and attainment in reading across the school. This is because, in 2018, middle-attaining pupils made weaker progress by the end of key stage 2 from their individual starting points than in writing and mathematics. As a result, standards in reading were below average. Furthermore, by the end of key stage 1, standards in reading have been below average for the last two years. Pupils read accurately and fluently. Pupils told me about their favourite authors, such as Jeff Kinney and JK Rowling. They appreciate the variety of books on offer in the school’s library and in the newly established reading areas in classrooms. Phonics is taught well and, by the end of key stage 1, almost all pupils are able to use their phonics knowledge to decode unfamiliar words. You are trialling a new approach to the way reading comprehension is taught across the school. Whole-class ‘book-talk’ sessions take place each day. In a Year 2 lesson I visited, pupils enjoyed reading a challenging text and used this to answer a range of questions which developed their reading skills well. These pupils confidently explained to their teacher why the author had used the phrase ‘blissfully unaware’ to describe the main character. In other classes, pupils are not always given work that challenges them enough or expects them to use a range of more complex reading skills. My second key line of enquiry considered how well leaders ensure that children make a good start to school in the early years. Over recent years, the proportion of children reaching a good level of development by the end of the Reception Year has been a little below the national average. In 2018, it was much lower. This is because a smaller proportion of children reached the expected standard in writing. Children in early years work harmoniously together. Children regularly learn and practise reading phonics sounds to support their early reading and writing. We observed children working outside writing an advert independently to ‘sell their bicycles’. We also observed the teacher encouraging children to write sentences using ‘tricky words’. However, children could be offered further learning activities indoors and outdoors to apply their phonics knowledge to develop their writing skills. Teachers have recognised the need to develop children’s skills in writing, and recent links with a local school and the local authority are supporting them in planning further to address this priority.

Kilham Church of England Voluntary Controlled School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>80, "agree"=>13, "disagree"=>7, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 30 responses up to 02-07-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>77, "agree"=>20, "disagree"=>3, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 30 responses up to 02-07-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>63, "agree"=>30, "disagree"=>3, "strongly_disagree"=>3, "dont_know"=>0} UNLOCK Figures based on 30 responses up to 02-07-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>73, "agree"=>23, "disagree"=>0, "strongly_disagree"=>3, "dont_know"=>0} UNLOCK Figures based on 30 responses up to 02-07-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>70, "agree"=>23, "disagree"=>7, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 30 responses up to 02-07-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>53, "agree"=>47, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 30 responses up to 02-07-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>60, "agree"=>37, "disagree"=>3, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 30 responses up to 02-07-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>43, "agree"=>37, "disagree"=>3, "strongly_disagree"=>3, "dont_know"=>13} UNLOCK Figures based on 30 responses up to 02-07-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>50, "agree"=>40, "disagree"=>3, "strongly_disagree"=>3, "dont_know"=>3} UNLOCK Figures based on 30 responses up to 02-07-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>63, "agree"=>20, "disagree"=>7, "strongly_disagree"=>0, "dont_know"=>10} UNLOCK Figures based on 30 responses up to 02-07-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>53, "agree"=>30, "disagree"=>10, "strongly_disagree"=>3, "dont_know"=>3} UNLOCK Figures based on 30 responses up to 02-07-2019
Yes No {"yes"=>93, "no"=>7} UNLOCK Figures based on 30 responses up to 02-07-2019

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 Kilham Church of England Voluntary Controlled 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
Kilham Church of England Voluntary Controlled 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]