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

Primary
PUPILS
116
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
01452 425407

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
(12/01/2023)
Full Report - All Reports
84%
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)
Mill End
Northleach
Cheltenham
GL54 3HJ
01451860274

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. Since your appointment in January 2016, you have led the school sensibly and sensitively through a difficult time of change. Your leadership has ensured that the communal spirit of the staff has remained positive, which has helped the pupils to maintain their good achievements. You recognise the importance of the school within the local community and are working to support pupils in a wrap-around care system which will benefit both pupils and community members. You have focused relentlessly on improving the quality of teaching so that pupils’ achievement continues to improve. You are ably assisted by two senior leaders who are in charge of English and mathematics. In addition, you have put experienced teachers in charge of subjects in the wider curriculum so that their expertise is spread into key stages 1 and 2 and not just the class they teach. This has improved extended writing in these areas, in particular science and religious education. Pupils use the skills gained in the core subjects to support their work in these areas and this helps them to make more rapid progress. Monitoring of subject areas is covered successfully by school leaders and governors hold leaders to account stringently. At the last inspection, leaders were asked to make sure that pupils are made aware of their errors and given time to correct them. Systems have been evaluated, especially in key stage 2, and teachers and teaching assistants intervene when pupils hold misconceptions and help them understand. Equally, teaching is adjusted to support those who are struggling so that they can acquire the skills to put them back on track efficiently. Safeguarding is effective. You are vigilant in your care for the health and safety of the pupils in the school and have made sure that all staff hold the same principles. This has created a positive culture of safety. All safeguarding arrangements are fit for purpose and child protection records are detailed and of high quality. The safeguarding policy is very comprehensive. Staff are trained in how to keep pupils safe from abuse, sexual exploitation and the influence of radical or extreme views. Staff work sensitively with parents and external agencies to monitor and support any vulnerable pupils. Inspection findings At the start of the inspection, we agreed on the areas that would be considered. One of these was the progress that pupils are making in writing and mathematics. Although attainment in the end-of-year tests at key stages 1 and 2 was above national averages, progress at key stage 2 was in the lowest 25% nationally for writing and the lowest 40% for mathematics. By making sure that more extended writing is taking place in the full range of subjects at key stage 2, pupils are becoming proficient in learning the structure and techniques required for different genres. Within mathematics, teachers have raised expectations and are introducing more problem-solving and reasoning into the work studied, and this is enabling pupils to be more skilled in the complex problems that are associated with the higher standard. In most classes, consideration is given to challenging pupils to strive for the best in their work. The older pupils have work that stretches them more in writing and mathematics, depending on their ability, and this successful practice is something you wish to deliver throughout key stage 2 and in key stage 1 as well. Another area that was investigated was the difference in progress between disadvantaged pupils and those who have special educational needs and/or disabilities and other pupils nationally. You have made sure that staff are aware of these pupils and their particular needs so that when interventions happen, they are evaluated constantly to make sure that they are having an impact on progress. These pupils have the same opportunities in the school and benefit from strong support that is helping them to be successful in the future. We discussed the dip in attendance and increase in the persistent absence of disadvantaged pupils and those who have special educational needs and/or disabilities. Your vigilance in making sure that pupils attend is equal to your regard for safeguarding and, as a consequence, the attendance of disadvantaged pupils is now better than the national average. For those who have special educational needs and/or disabilities, there has also been significant improvement. Following the relatively poor outcomes in the early years in 2016, we looked at the progress that current pupils in Reception and Year 1 are making. Although pupils are engaged in their learning and stimulated by the activities provided, you are aware that these children are capable of more and need to be stretched on a regular basis so that their number and writing skills are secure. This will ensure that pupils maximise their potential and make successful progress from their different starting points. Next steps for the school Leaders and those responsible for governance should ensure that: work in the foundation stage and key stage 1 improves further, particularly letter and number formation, use of phonic knowledge when writing and more challenging problems in numeracy the successful practice of pupils having different levels of challenge is delivered in the full range of subjects throughout key stage 2 and in key stage 1. I am copying this letter to the chair of the governing body, the director of education for the Diocese of Gloucester, the regional schools commissioner and the director of children’s services for Gloucestershire. This letter will be published on the Ofsted website. Yours sincerely Kathy Maddocks Her Majesty’s Inspector Information about the inspection During the inspection, you joined me observing learning in classrooms. We looked at a number of pupils’ books. I spoke with pupils formally and while playing before the start of the day. At that time, too, I met with a number of parents. Meetings were held with you, senior leaders and four governors. I spoke with an officer from the local authority. I scrutinised a wide range of documentation, including the school’s own selfevaluation and development plan, and safeguarding records. I considered the views of 38 parents who responded to Parent View and 22 comments written by parents, plus the responses to Ofsted’s online questionnaires of 19 pupils and seven members of staff.

Northleach Church of England Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>48, "agree"=>48, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>2} UNLOCK Figures based on 42 responses up to 12-01-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>62, "agree"=>36, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>2} UNLOCK Figures based on 42 responses up to 12-01-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>43, "agree"=>50, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>5} UNLOCK Figures based on 42 responses up to 12-01-2023
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>67, "strongly_agree"=>5, "agree"=>14, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>12} UNLOCK Figures based on 42 responses up to 12-01-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>50, "agree"=>43, "disagree"=>7, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 42 responses up to 12-01-2023
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>43, "strongly_agree"=>19, "agree"=>26, "disagree"=>5, "strongly_disagree"=>0, "dont_know"=>7} UNLOCK Figures based on 42 responses up to 12-01-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>0, "agree"=>0, "disagree"=>100, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 10 responses up to 12-01-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>33, "agree"=>50, "disagree"=>5, "strongly_disagree"=>0, "dont_know"=>12} UNLOCK Figures based on 42 responses up to 12-01-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>45, "agree"=>50, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>2} UNLOCK Figures based on 42 responses up to 12-01-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>24, "agree"=>62, "disagree"=>14, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 42 responses up to 12-01-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>33, "agree"=>48, "disagree"=>10, "strongly_disagree"=>0, "dont_know"=>10} UNLOCK Figures based on 42 responses up to 12-01-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>48, "agree"=>40, "disagree"=>10, "strongly_disagree"=>2, "dont_know"=>0} UNLOCK Figures based on 42 responses up to 12-01-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>36, "agree"=>36, "disagree"=>14, "strongly_disagree"=>0, "dont_know"=>14} UNLOCK Figures based on 42 responses up to 12-01-2023
Yes No {"yes"=>90, "no"=>10} UNLOCK Figures based on 42 responses up to 12-01-2023

Responses taken from Ofsted Parent View

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