Ravenswood Community Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
435
AGES
3 - 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
0345 600 0981

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
(27/03/2018)
Full Report - All Reports
33%
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)
Ravenswood Avenue
Ravenswood CP School, Ravenswood Avenue
Ipswich
IP3 9UA
01473728565

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You are an effective headteacher who leads a team that is passionate about meeting the needs of each pupil in the school. You and your team are focused on raising aspirations for pupils by supporting them to develop the skills and attributes to be effective learners. Your investment in training ensures that staff are skilled and knowledgeable. Your staff have opportunities to see outstanding practice in other schools, both in this country and overseas. They conduct research to inform their choices about how to improve the school. Pupils’ behaviour is exemplary. Pupils are welcoming and respectful to both adults and each other. In lessons, they are motivated and work hard. They collaborate effectively to complete tasks and to evaluate the quality of each other’s work. These are all contributory factors to the strong progress that pupils consistently make in English and mathematics. Governors are passionate about the school and know it well. They ensure that they have up-to-date training. One governor has created an induction programme for new governors so that they can contribute fully to the work of the governing body. They work with you and your leaders to monitor closely the school’s work and to identify priorities for improvement. For example, governors talk confidently about the impact of activities funded by the pupil premium grant and the impact of the family support worker in meeting the needs of pupils and families. You are ensuring that the children have a good start in Nursery and Reception classes. This work starts before children join the school. Parents and carers in the local community have opportunities to bring their pre-school children to reading activities where they receive books and learn how to share them with their children. Adults in the early years classes promote children’s independence. In the Nursery, children talked to a partner to plan their day and were asked to tell the teacher what they intended to do. For example, one child replied, ‘First I will do some writing, then I will go outside and finally I will make an Easter basket.’ Their ‘wow books’ show that children are accessing a rich curriculum which enables them to make strong progress from their starting points. Children are well prepared for Year 1. You have worked hard to address the areas for improvement in the previous inspection. Leaders have focused on ensuring that pupils develop ‘must-have basic skills’ through consistently effective teaching and the use of targeted support and help. This has resulted in higher attainment and faster progress across the school in English and mathematics, including phonics. Teachers take every opportunity to improve pupils’ spoken language and vocabulary choices. Pupils can explain how they use criteria to evaluate their writing and to identify what they need to do to improve. Teachers use questioning skilfully, so that pupils develop their understanding of texts. The most able pupils are provided with challenges to deepen their understanding. In mathematics lessons in key stages 1 and 2, pupils are expected to explain how they solve problems and find errors in their work independently. The pupils interviewed said that they are regularly challenged in English and mathematics lessons. Your evaluations of the school are informed by a secure range of evidence. You make effective use of external advisers and leaders from other schools to support your monitoring and evaluations. As a result, you have identified appropriate priorities for school improvement, including ensuring that the most able pupils are consistently challenged across the curriculum. Safeguarding is effective. You and your leaders, including governors, have ensured that there is a culture of safeguarding pupils. Staff training is comprehensive. Regular safeguarding updates are provided for all staff to ensure that they understand school policies and procedures for keeping children safe. When new staff and governors join the school, they access an induction programme so that they understand their safeguarding responsibilities. Staff are vigilant and know what to do if they have concerns about a pupil. Records of concern are well organised. Leaders meet regularly and frequently to monitor pupils closely. You work effectively with outside agencies and other schools to support pupils’ needs, including when pupils transfer to other schools. Training is comprehensive, and meticulous records show when an update is due for each member of staff. This ensures that staff always have up-to-date information about school policies and procedures for keeping children safe. Your procedures for checking the suitability of new members of staff to work with children are diligently maintained. Pupils of all ages told me that they feel safe at school. They know what bullying is, say that it is extremely rare, and know what to do if they have any concerns. Pupils know how to stay safe when using the internet. They say that this is because of lessons the school provides, with key messages reinforced by e-safety ambassadors. Inspection findings At the start of the inspection, we agreed that I would look at how effectively leaders are ensuring that disadvantaged pupils are making the best possible progress from their starting points. This is because, in recent years, disadvantaged pupils have made less progress than their peers in key stage 2 and there have been variations in the standards achieved at the end of key stages 1 and 2. Leaders make effective use of the pupil premium funding to provide support for pupils. This includes support with basic skills in key stages 1 and 2 and specialist speech-and-language teaching across the school. In both cases, this enables pupils to overcome barriers to learning so that they can fully access the curriculum. Funding for additional teaching assistants provides support for all disadvantaged pupils in lessons. Workbooks show that the most able disadvantaged pupils are making good progress in reading, writing and mathematics. My second line of enquiry was about how leaders are ensuring that the most able pupils are challenged. This is because, in 2017, the most able pupils made less progress than their peers at the end of key stage 2. The proportion of pupils working at greater depth in reading, writing and mathematics was lower than similar pupils nationally at the end of key stage 1. Leaders ensure that the most able pupils are tracked closely. Their progress is discussed with teachers regularly and support is provided where progress needs to be improved. Assessment information for current pupils shows that the proportions of pupils working at above the expected standard for their age is increasing. You agree that small variations in the quality of teaching for the most able remain. You are providing support for some staff so that this does not have a negative impact upon pupils’ progress. My third line of enquiry was about how leaders are ensuring that pupils are provided with a broad curriculum which promotes basic skills and enables pupils to make good progress across a range of subjects. This is because the school’s plans and self-evaluation are heavily focused on improving outcomes in the core curriculum and place less emphasis on the wider curriculum. Reviews of pupils’ workbooks highlight variations in opportunities for learning in non-core subjects. The pupils said that learning in some subjects is infrequent. This is partly due to the organisation of the curriculum into topics which place an emphasis on some subjects at different times of the year. However, you recognise the need for non-core subject leaders to be driving improvements in their subjects more effectively so that pupils access learning in sufficient depth.

Ravenswood Community Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>15, "agree"=>25, "disagree"=>30, "strongly_disagree"=>30, "dont_know"=>0} UNLOCK Figures based on 20 responses up to 14-08-2020
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>20, "agree"=>15, "disagree"=>15, "strongly_disagree"=>45, "dont_know"=>5} UNLOCK Figures based on 20 responses up to 14-08-2020
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>10, "agree"=>45, "disagree"=>20, "strongly_disagree"=>0, "dont_know"=>25} UNLOCK Figures based on 20 responses up to 14-08-2020
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>20, "strongly_agree"=>0, "agree"=>5, "disagree"=>20, "strongly_disagree"=>35, "dont_know"=>20} UNLOCK Figures based on 20 responses up to 14-08-2020
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>10, "agree"=>35, "disagree"=>35, "strongly_disagree"=>15, "dont_know"=>5} UNLOCK Figures based on 20 responses up to 14-08-2020
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>0, "strongly_agree"=>10, "agree"=>10, "disagree"=>15, "strongly_disagree"=>60, "dont_know"=>5} UNLOCK Figures based on 20 responses up to 14-08-2020
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>0, "agree"=>0, "disagree"=>23, "strongly_disagree"=>77, "dont_know"=>0} UNLOCK Figures based on 13 responses up to 14-08-2020
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>5, "agree"=>25, "disagree"=>35, "strongly_disagree"=>25, "dont_know"=>10} UNLOCK Figures based on 20 responses up to 14-08-2020
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>10, "agree"=>25, "disagree"=>35, "strongly_disagree"=>25, "dont_know"=>5} UNLOCK Figures based on 20 responses up to 14-08-2020
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>10, "agree"=>25, "disagree"=>30, "strongly_disagree"=>30, "dont_know"=>5} UNLOCK Figures based on 20 responses up to 14-08-2020
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>10, "agree"=>40, "disagree"=>30, "strongly_disagree"=>5, "dont_know"=>15} UNLOCK Figures based on 20 responses up to 14-08-2020
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>10, "agree"=>50, "disagree"=>20, "strongly_disagree"=>20, "dont_know"=>0} UNLOCK Figures based on 20 responses up to 14-08-2020
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>5, "agree"=>5, "disagree"=>10, "strongly_disagree"=>75, "dont_know"=>5} UNLOCK Figures based on 20 responses up to 14-08-2020
Yes No {"yes"=>10, "no"=>90} UNLOCK Figures based on 20 responses up to 14-08-2020

Responses taken from Ofsted Parent View

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