Newburgh Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
367
AGES
4 - 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
01926 410410

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
(23/01/2019)
Full Report - All Reports
52%
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)
Kipling Avenue
Warwick
CV34 6LD
01926775453

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. There have been considerable changes in the school, which has grown in size substantially over the last few years. This expansion has been managed very well and the quality of education has been maintained during this time. You and the deputy headteacher have only recently been appointed to your roles. You have both embraced your new leadership responsibilities and have quickly set about reviewing how the school could be improved further. For example, you have involved middle leaders in reviewing the curriculum and identified „subject champions‟ to provide additional support to enhance the quality of teaching in all subjects. You have also appointed an experienced leader of special educational needs. Staff appreciate the support you provide them with and are particularly appreciative of your consideration towards their well-being. Strong and positive relationships are apparent between all pupils and staff. Pupils are polite, behave well and are confident to share their learning with visitors. They are, rightly, proud of their school. Your work to develop pupils‟ resilience is paying great dividends. Pupils are keen and willing to „have a go‟ in their learning and take responsibility for their own belongings and behaviour. Pupils show a high level of tolerance and respect to everyone in school. They understand and adhere to the school‟s value of „consideration‟ and say, „We need to be considerate to everyone.‟ Parents and carers are highly supportive of the school. During the inspection, an exceptionally high number of comments were received that expressed overwhelmingly positive views of the school. „Newburgh School very much lives up to its motto, “A caring school where every child matters”,‟ is just one of many comments that summarises parents‟ views of the school. At the time of the last inspection, the school‟s leaders were asked to improve the quality of pupils‟ handwriting and increase their opportunities to write at length. You have introduced a new approach to the teaching of handwriting. This has been very successful and by the end of Year 6, pupils‟ handwriting is fluent, joined and presented very well. Pupils also have opportunities to write more sustained pieces of work, in a range of subjects. Teachers provide pupils with opportunities to develop their vocabulary through discussion and role play, which in turn help them to develop their ideas before writing. Work in pupils‟ books shows that the majority of pupils, especially the most able, make good progress in writing. However, pupils with special educational needs and/or disabilities (SEND) do not make strong progress. Teachers do not have a clear understanding of what the additional needs of these pupils are. This means that teachers do not provide pupils with SEND with work that supports their learning. This limits their progress. Leaders have not checked the progress of pupils with SEND well enough, so this underachievement has not yet been tackled. Leaders were also asked at the last inspection to ensure that the most able pupils are fully challenged. In some subjects, such as reading and writing, the most able make strong progress. Reading books are of a high quality, challenging and develop pupils‟ reading skills well. Work currently in pupils‟ books shows that the most able write to a high standard. You introduced a new approach to the teaching of mathematics with the aim of providing further challenge for the most able. Teachers ensure that pupils‟ basic mathematical skills are secured before moving them on to the next concept. This effectively develops the learning of the majority of pupils and enables them to apply these skills in a range of ways, including in problem-solving and reasoning activities. However, some teachers do not spot when the most able pupils have grasped and secured the skills quickly. As a result, teachers do not move the learning of the most able forward well enough. While the most able pupils make progress in mathematics, it is not as strong as it should be. Safeguarding is effective. You and other leaders ensure that all safeguarding arrangements are fit for purpose. You carry out all relevant checks on staff and volunteers before they work in school. Staff receive regular safeguarding training and you check that staff both understand and apply the school‟s safeguarding policies and procedures. You provide staff with weekly updates, so that they are aware of any safeguarding concerns relating to pupils. You also ensure that mid-day supervisors receive briefings each month to refresh their safeguarding knowledge and understanding, so that safeguarding is at the forefront of what they do. This work continually reinforces the importance of safeguarding to all staff, who are highly vigilant to any possible concerns about pupils.

Newburgh Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>67, "agree"=>30, "disagree"=>2, "strongly_disagree"=>1, "dont_know"=>0} UNLOCK Figures based on 133 responses up to 24-01-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>74, "agree"=>23, "disagree"=>2, "strongly_disagree"=>1, "dont_know"=>1} UNLOCK Figures based on 133 responses up to 24-01-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>53, "agree"=>37, "disagree"=>9, "strongly_disagree"=>0, "dont_know"=>1} UNLOCK Figures based on 133 responses up to 24-01-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>62, "agree"=>35, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 133 responses up to 24-01-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>58, "agree"=>36, "disagree"=>5, "strongly_disagree"=>1, "dont_know"=>1} UNLOCK Figures based on 133 responses up to 24-01-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>47, "agree"=>41, "disagree"=>8, "strongly_disagree"=>3, "dont_know"=>2} UNLOCK Figures based on 133 responses up to 24-01-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>53, "agree"=>41, "disagree"=>4, "strongly_disagree"=>0, "dont_know"=>2} UNLOCK Figures based on 133 responses up to 24-01-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>35, "agree"=>34, "disagree"=>2, "strongly_disagree"=>2, "dont_know"=>28} UNLOCK Figures based on 133 responses up to 24-01-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>52, "agree"=>37, "disagree"=>5, "strongly_disagree"=>0, "dont_know"=>7} UNLOCK Figures based on 133 responses up to 24-01-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>53, "agree"=>36, "disagree"=>2, "strongly_disagree"=>4, "dont_know"=>5} UNLOCK Figures based on 133 responses up to 24-01-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>38, "agree"=>50, "disagree"=>8, "strongly_disagree"=>3, "dont_know"=>1} UNLOCK Figures based on 133 responses up to 24-01-2019
Yes No {"yes"=>94, "no"=>6} UNLOCK Figures based on 133 responses up to 24-01-2019

Responses taken from Ofsted Parent View

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