Melbourne Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
205
AGES
3 - 11
GENDER
Mixed
TYPE
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SCHOOL GUIDE RATING
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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

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
(17/01/2023)
Full Report - All Reports
67%
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)
Main Street
Melbourne
York
YO42 4QE
01759318369

School Description

As headteacher, you are leading the school very effectively and have fostered, among staff and governors, a high commitment to ensuring that pupils achieve the best they can. While many members of staff are still relatively new to the school, since your appointment in September 2015, you have established a culture of high expectations from staff and pupils. Staffing issues hampered school improvement in your first year in the school, but with effective support from governors and other leaders, you have successfully stemmed the decline in pupils’ outcomes in 2016 and the school is now well placed to move forward rapidly. You and your team have an accurate understanding of the strengths and weakness of the school. You have introduced effective assessment systems and ensure that staff use the assessment information gathered to plan work that meets pupils’ needs and abilities effectively. You also take heed of any external reports and leaders’ evaluations to inform any further improvement. Pupils of all abilities and backgrounds are making good progress. Increasing numbers are working at greater depth in reading, writing and mathematics throughout the school. Governors visit the school regularly and receive clear information from you and other key leaders, so they understand fully the strengths and weaknesses of the school. Governors have a wide range of skills and expertise to support the school’s work and do so effectively. They, too, are ambitious for the school and are confident in asking searching questions about the school’s performance, any proposed actions to make improvements and the impact of these actions to accelerate pupils’ progress. They are astute in recruiting high-calibre staff because they want the best for the school, and hold leaders to account effectively for the progress pupils make. Members of your leadership team have clearly defined roles and talk confidently about their plans for improvement in their areas of responsibility and how this will feed into whole-school improvement. You have identified teachers who have leadership potential and have given them increased responsibility. For example, the new deputy headteacher is very adept at collating and analysing pupils’ progress data so that you can quickly plan the additional support pupils might need to achieve well. The introduction of a new mathematics scheme has been a success in that more pupils are now working at greater depth and enjoying the challenge. Leaders have brought about greater consistency in practice within the school. Leaders work as a cohesive team. For example, all subject leaders are working towards a common goal to improve the quality of pupils’ comprehension skills in reading and their confidence in understanding subject-specific vocabulary, for example in mathematics. There is also a drive to ensure that pupils apply their basic skills in literacy accurately in all their written work, but this remains an area for further work. Leaders have improved the early years learning area to provide a rich learning environment for young children. Activities captivate their imaginations and promote a love of learning that is resulting in high outcomes. Leaders have also improved outdoor play areas to support pupils’ physical development and exercise. Most children begin school with skills and knowledge typical for their age. As a result of focused teaching, children make good progress through early years and most are meeting the expected standard when they move into Year 1. The quality of teaching and learning in key stage 1 is also consistently good. Pupils continue to build on their prior learning and make good progress. The proportion achieving the expected standard at the end of Year 2 in reading, writing and mathematics in 2017 was below the national averages, but a marked rise compared with the outcomes in 2016. The profile of the Year 2 pupils in 2017 was well below average on entry to Year 1 because a significant proportion of the 19 pupils was low attaining or had special educational needs and/or disabilities. As year groups are relatively small, the underperformance of just one or two pupils has a significant impact on pupils’ outcomes overall when compared with national averages. Pupils’ outcomes in Year 6 also rose in 2017, especially in mathematics. The proportion working at greater depth in reading and writing exceeded the national average. Safeguarding is effective. School leaders ensure that all safeguarding arrangements are fit for purpose and records are detailed and of high quality. Policies and procedures are reviewed and revised regularly, including updating training for staff and governors. Checks on the suitability of staff to work at the school are diligent and thorough. All staff and governors take their duty of care to safeguard children very seriously and take prompt action if any concerns arise about any child or their family. Leaders draw on advice from external agencies appropriately to safeguard vulnerable pupils. The pastoral care team is tenacious and systematic in following up referrals to social care. They provide advice and guidance to children and families on how to stay healthy and safe, and about emotional and mental health. Governors are mindful of their statutory responsibilities to keep children safe, and the designated safeguarding governor regularly visits the school. As a result of an audit by the headteacher and governors, procedures to lock external doors and tighten gate security were strengthened to safeguard pupils while in school. Staff are quick to follow up the absence of any child if the parents have not notified the school in advance. Pupils consider the school to be a safe place. The pupils I spoke with said that they loved school and are very happy to be there. They explained that they feel safe because, ‘Everyone here looks after you and teachers sort things if you tell them you are upset’. They explained how the school teaches them to stay safe near roads and about ‘stranger danger’ and know whom to go to if they are worried at school or home. They were particularly well informed about the dangers of social media sites and the internet generally, explaining that you should never post personal details or photographs on the internet because, ‘bad people might try and find you and they might hurt you or your family’. Parents agree that their children are safe and well looked after in school. Inspection findings The first area we agreed to examine through the inspection was to consider the quality of reading, writing and mathematics at the end of Year 2 and in mathematics at the end of Year 6, which declined in 2016 and did not entirely recover in 2017. The combined outcomes for reading, writing and mathematics at both key stages fell to below the national average. There were a number of extenuating circumstances, largely due to instability in staffing in 2016 and weaknesses in the teaching of mathematics that led to pupils making insufficient progress. As most classes in the school are of mixed age, this slow progress impacts often on two year groups. In the two years you have been in the school, you have appointed some high-quality staff who are now having a significant impact on accelerating pupils’ progress rapidly. Standards are rising in all subjects and the proportion of pupils working at greater depth is now above the national average. This is because teaching is now consistently good across the school. The school’s procedures to monitor the quality of teaching and learning and to check that teachers’ assessments are accurate and reliable are highly effective. Leaders identify where teaching needs strengthening and provide appropriate training and support to help teachers improve their practice. Leaders analyse assessment data carefully, to make sure that pupils are achieving as well as they should. Outcomes are rising strongly, but pupils could be challenged even further to achieve more, particularly in making sure that they apply their basic skills of grammar, punctuation and spelling, not just in English but across all subjects, accurately. The second area of focus for the inspection was to evaluate the impact of the school’s actions to improve the teaching of mathematics across the school. In both 2016 and 2017, the proportion of pupils reaching or exceeding the expected standard in mathematics at the end of key stage 1 was below the national average, with no pupils working at greater depth. In key stage 2, the proportion of pupils reaching the expected standard was below the national average, but a greater proportion than nationally reached the higher level. Inconsistencies still prevail in the 2017 outcomes, but the overall picture for mathematics is stronger. The teaching of mathematics is good. The new scheme, introduced last year, has already had significant impact on improving the teaching of number and the four operations, as well as placing greater emphasis on pupils’ mental agility and fluency. Teachers encourage pupils to think systematically when solving multistep problems that require a number of operations in the right sequence, and to explain the methods they have used. Pupils enjoy this challenge but a few still find it too difficult to think logically or explain their strategies with confidence. The curriculum has been redesigned, with greater emphasis on pupils applying their mathematical skills confidently in other subjects. This is helping pupils understand why logical thinking and reasoning are important skills to master. I also considered closely the capacity in leadership in the school to ensure that the school remains good. You have been an inspiration to all staff and have enabled them to raise their expectations of themselves and their pupils. You have appointed staff who are as committed as you are to what you want to achieve and you deploy them effectively. You trust them to lead in their areas of responsibility and provide good opportunities for all staff to develop their skills and expertise. Staff are highly positive about how you have enabled them to grow and flourish. All leaders, including governors, have the best interests of pupils at heart. They agree that primary education is crucial to pupils’ future success and so have put into place a curriculum that inspires them to learn and extend their knowledge and skills. Pupils say that they, ‘love school and that teachers make learning interesting’. You have established a behaviour and rewards system that pupils all understand fully and so strive to achieve their best. Parents are very positive about the school and the quality of education their children receive. While the curriculum supports pupils’ personal and academic development well generally, pupils are not as clear as they might be as to what constitutes British values and how the society in which they are growing up is shaped and how this affects their lives day to day. Pupils’ personal development and well-being are high priority and all staff are diligent in their care for pupils. Pupils’ attendance has improved significantly since you joined the school because you make sure that staff plan activities that pupils want to be in school for and that they encourage good attendance. Pupils’ attitudes to learning are very positive. You have identified pupils who are at risk of absence and have implemented a strategy to promote and reward regular attendance among all. Punctuality has also improved and persistent absences have declined. Current attendance is above that found nationally.

Melbourne Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>71, "agree"=>23, "disagree"=>6, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 62 responses up to 20-01-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>73, "agree"=>19, "disagree"=>3, "strongly_disagree"=>0, "dont_know"=>5} UNLOCK Figures based on 62 responses up to 20-01-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>53, "agree"=>34, "disagree"=>6, "strongly_disagree"=>2, "dont_know"=>5} UNLOCK Figures based on 62 responses up to 20-01-2023
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>58, "strongly_agree"=>11, "agree"=>13, "disagree"=>11, "strongly_disagree"=>2, "dont_know"=>5} UNLOCK Figures based on 62 responses up to 20-01-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>56, "agree"=>34, "disagree"=>8, "strongly_disagree"=>2, "dont_know"=>0} UNLOCK Figures based on 62 responses up to 20-01-2023
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>24, "strongly_agree"=>34, "agree"=>26, "disagree"=>8, "strongly_disagree"=>3, "dont_know"=>5} UNLOCK Figures based on 62 responses up to 20-01-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>100, "agree"=>0, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 10 responses up to 20-01-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>47, "agree"=>37, "disagree"=>11, "strongly_disagree"=>0, "dont_know"=>5} UNLOCK Figures based on 62 responses up to 20-01-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>52, "agree"=>44, "disagree"=>3, "strongly_disagree"=>0, "dont_know"=>2} UNLOCK Figures based on 62 responses up to 20-01-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>47, "agree"=>44, "disagree"=>10, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 62 responses up to 20-01-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>61, "agree"=>35, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>2} UNLOCK Figures based on 62 responses up to 20-01-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>71, "agree"=>24, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>3} UNLOCK Figures based on 62 responses up to 20-01-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>53, "agree"=>32, "disagree"=>13, "strongly_disagree"=>0, "dont_know"=>2} UNLOCK Figures based on 62 responses up to 20-01-2023
Yes No {"yes"=>82, "no"=>18} UNLOCK Figures based on 62 responses up to 20-01-2023

Responses taken from Ofsted Parent View

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