Norton-in-Hales CofE Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
85
AGES
3 - 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
0345 678 9008

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
(01/11/2022)
Full Report - All Reports
58%
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 Road
Norton-in-Hales
Market Drayton
TF9 4AT
07391770258

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You and governors know the school exceptionally well. Your school documentation and development plans are highly effective. You have worked well since the last inspection to address areas for improvement and respond to any emerging needs. I was impressed by the extent to which you know your pupils on an individual basis. During our meetings and discussions with pupils, you and your staff were able to pinpoint the needs of every child and outline how you were supporting them to both make progress and feel safe at Norton-in-Hales. The school has a happy and welcoming culture. The vast majority of parents that I spoke to at the gate, and those that responded to Ofsted’s free text service, were positive about school life and highly complimentary of the school’s work. Comments from parents included: ‘Norton-in-Hales is a wonderful school’ and ‘The school’s ethos and sense of community are exemplary.’ The school is proud of its Christian ethos and is at the heart of the community. During the last inspection, the school was asked to improve teaching and rates of progress in Reception and provide training for teaching assistants. You have restructured learning for the youngest children in school so that there are fewer age groups in the same class. The restructuring has improved the extent to which staff are able to meet the needs of children. Work in books demonstrates that children are making at least typical progress from their starting points. The early years leader keeps detailed information about every child. You and the early years leader use this information and historical data to devise action plans and short-term schemes of work. While this information is valuable, some of it is quite extensive and not easy to interpret. You have identified this as an area for development and you have planned to work with an adviser to review and streamline assessment practice further. Your work will ensure that any trends in achievement are better understood and quickly acted upon. Teaching assistants have received a range of training and now have their own performance management procedures. I observed teaching assistants offering valuable support to pupils in the classes that we visited during the inspection. Since the last inspection, you have broadly maintained strong outcomes across the school. However, in 2016, standards in writing at both key stages were below those found nationally. Though the school is a small school and therefore one pupil can have a significant impact on the overall outcomes, you quickly recognised that improvements were needed and devised a comprehensive plan. Firstly, you and governors have restructured classes to offer even greater focus to the teaching of English and mathematics. You have also adopted new approaches to the teaching of handwriting and spelling. Assessment information and the work in pupils’ books provide evidence that your actions are resulting in better rates of progress across the school. The improvements and clarity of your response demonstrate the effectiveness of leadership within the school. You recognise that these improvements must now be embedded further and that staff will require more opportunities to share their practice and moderate outcomes in writing. Safeguarding is effective. Leaders and governors ensure that safeguarding arrangements are appropriate and that record-keeping is of a high quality. You and the school business manager are well organised and maintain clear systems and procedures to ensure that pupils are safe. You keep detailed chronologies outlining the support you offer to families and you are quick to follow up with other agencies if you have any concerns. Staff receive regular training and pupils’ safety and well-being is a priority. A link governor, with expertise in safeguarding, supports the school to undertake audits and checks. Inspection findings The school analyses attendance records carefully and keeps a watchful eye on any pupil group, or group of pupils, whose attendance becomes a concern. Overall rates of attendance are above those found nationally. Children are making at least typical rates of progress from their different starting points in the early years foundation stage. Staff use their observations of learning to plan activities that meet the needs of children. Children settle quickly to their work in the mixed Reception and Year 1 class. Children are attentive to the teacher, follow requests quickly and were observed demonstrating key strengths in mathematics. They can, for example, successfully double and halve a range of numbers. The teaching of phonics has developed considerably since the last inspection. The school has adopted a more consistent and systematic approach to the teaching of early reading. The progress of pupils is carefully tracked and outcomes in the national Year 1 screening check are improving over time. Pupils’ books also demonstrate that they are successfully applying their understanding of phonics in their writing. Writing has been a clear priority for the school since experiencing a dip in outcomes in 2016. The school has now adopted a more consistent approach to the assessment of writing and is embedding new approaches to handwriting and spelling. Pupils are also taught in smaller groups for writing in the mornings. The school is split into four classes so that staff can offer a greater level of support and respond to the needs of pupils. The school’s strategies are proving to be successful. Outcomes in pupils’ writing books align to teachers’ judgements. The assessments of standards in writing are accurate and rates of progress have increased across the school. Above all, you and your teachers know the individual needs of every child exceptionally well. You use this knowledge to target support and move pupils’ learning on. Additional support for disadvantaged pupils is carefully planned by leaders. Governors review the impact of this support in their meetings. Outcomes for disadvantaged pupils in key stage 2 in 2016 were lower than those of other pupils nationally. However, this relates to the specific size and context of the cohort and is not replicated across the school. The work of the school is ensuring that disadvantaged pupils make rates of progress that are similar to their peers. Although leaders and governors do monitor and evaluate the impact of pupil premium expenditure, at the time of the inspection this information was not available in a published strategy or on the school’s website. Governors demonstrate an exceptional knowledge of the school. They are proud of their work and offer an appropriate level of support and challenge to leaders. They are able to articulate the school’s overall effectiveness well and have been instrumental in devising development plans and responding to any identified weaknesses. The local authority has supported the school to develop its processes for selfevaluation. The support has been effective and has helped the school to accurately identify the impact of its work and devise appropriate development plans. The majority of staff who responded to Ofsted’s survey say that they are proud to work at the school. Staff that I spoke to during the inspection, report that they are supported in their roles and are provided with training to improve their practice.

Norton-in-Hales CofE Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>78, "agree"=>17, "disagree"=>0, "strongly_disagree"=>6, "dont_know"=>0} UNLOCK Figures based on 18 responses up to 01-11-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>78, "agree"=>17, "disagree"=>6, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 18 responses up to 01-11-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>50, "agree"=>44, "disagree"=>6, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 18 responses up to 01-11-2022
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>67, "strongly_agree"=>17, "agree"=>0, "disagree"=>6, "strongly_disagree"=>0, "dont_know"=>11} UNLOCK Figures based on 18 responses up to 01-11-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>89, "agree"=>6, "disagree"=>0, "strongly_disagree"=>6, "dont_know"=>0} UNLOCK Figures based on 18 responses up to 01-11-2022
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>22, "strongly_agree"=>50, "agree"=>22, "disagree"=>0, "strongly_disagree"=>6, "dont_know"=>0} UNLOCK Figures based on 18 responses up to 01-11-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>67, "agree"=>0, "disagree"=>0, "strongly_disagree"=>33, "dont_know"=>0} UNLOCK Figures based on 10 responses up to 01-11-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>50, "agree"=>33, "disagree"=>11, "strongly_disagree"=>0, "dont_know"=>6} UNLOCK Figures based on 18 responses up to 01-11-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>61, "agree"=>28, "disagree"=>6, "strongly_disagree"=>0, "dont_know"=>6} UNLOCK Figures based on 18 responses up to 01-11-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>67, "agree"=>33, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 18 responses up to 01-11-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>72, "agree"=>22, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>6} UNLOCK Figures based on 18 responses up to 01-11-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>83, "agree"=>11, "disagree"=>0, "strongly_disagree"=>6, "dont_know"=>0} UNLOCK Figures based on 18 responses up to 01-11-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>61, "agree"=>33, "disagree"=>0, "strongly_disagree"=>6, "dont_know"=>0} UNLOCK Figures based on 18 responses up to 01-11-2022
Yes No {"yes"=>94, "no"=>6} UNLOCK Figures based on 18 responses up to 01-11-2022

Responses taken from Ofsted Parent View

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