Riston Church of England Primary Academy
Catchment Area, Reviews and Key Information

Primary
PUPILS
85
AGES
3 - 11
GENDER
Mixed
TYPE
Academy converter
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

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
(11/01/2023)
Full Report - All Reports
64%
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
Long Riston
Hull
HU11 5JF
01964562422

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You demonstrate a lively enthusiasm and ambition for the school, grounded in a good understanding of what needs to be done to make the school the best it can be. You have made sure that everyone knows that you are all aiming for the ‘Rolls Royce’ of education. You are fully inclusive in all aspects of school life, including the work to evaluate the school’s effectiveness and the resulting plans of action. Every pupil, member of staff and governor has been part of this process. Therefore, everyone knows exactly what the school’s strengths are and the areas that need further development. Partnerships with parents and carers are very important to you. Every parent spoken to during the inspection and completing Parent View said that their child felt happy and safe in school. One hundred percent would recommend this school to another parent. Many parents took the opportunity during the inspection to comment in detail about the strengths they see in the school. These included many references to the excellent family and community spirit, their children’s retelling of great things that have happened during the school day and how well the school listens to and acts upon their children’s opinions. Pupils are extremely proud of their school. One child summed up the views of many others when he said, ‘I feel so happy to be part of this school.’ Pupils display excellent attitudes to learning and rise ably to the many responsibilities they are given. You are honest and accurate in your evaluation of the school. Since your appointment as headteacher in September 2016, you have put in place decisive and realistic actions to address areas of pupils’ underperformance. You have prioritised carefully and put in place thorough systems and clear direction, as well as making timely checks on the progress of the actions taken. For example, the whole-school approach to improving pupils’ achievements in mathematics is paying off. The stronger outcomes seen in mathematics for Year 6 pupils in 2017 are also apparent for current pupils across all year groups. You highly value the team of staff you work with. You give appropriate support to staff to ensure that their strengths are used to help pupils shine, and that they are supported well where aspects need to improve. To ensure that teaching assistants feel able to fully support pupils with different needs and starting points, you have put in place whole-team training in areas such as mathematics and phonics. At the last inspection, leaders were asked to accelerate the progress in writing by ensuring that the teaching of letters and sounds is of a consistently high level and that pupils can decode new words and apply them in their writing. Leaders explain that they know that phonics teaching and learning need further improvement. Actions have been taken, such as whole-staff training and visits to other schools, but leaders are honest and accurate in their view that this has not had the intended impact on rapidly improving pupils’ skills. All adults teaching phonics use accurate sounding with pupils, and teach how to say and read sounds alongside writing them down. However, there are no clear routines in phonics teaching. Adults do not all demonstrate clearly enough and say the sounds before pupils attempt to say and read them themselves. As a result, pupils of lower ability are not confident in saying or writing the sounds taught. They are not always sure of the task. When pupils attempt to spell words in their writing, many do not use phonics effectively. You are right in your view that some of the older pupils try to use too many cues to decode new words. You have recognised these weaker aspects of phonics teaching and have started to trial some new strategies to improve pupils’ engagement, confidence and skills. You know that developing early reading skills holds the key to accessing a much wider curriculum. Work to improve reading comprehension and to make sure that pupils are reading books that are better matched to their skills has started in earnest. Pupils are keen to show off their library and the new books and resources they have to share in class and at home. Pupils have books that are pitched at the right level of challenge to ensure that they can read with fluency and enjoyment. Younger pupils, of all abilities, do not always take note of punctuation to support their reading. However, adults make sure that all pupils read regularly in school and lower-ability pupils read aloud with an adult every day.

Riston Church of England Primary Academy Parent Reviews



Average Parent Rating

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“Excellent school”

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"> This is an excellent school. Children can join the foundation class in the term after their third birthday. For a small school, it offers a breakfast club and a variety of after school clubs. In my opinion, children feel safe and enjoy going to this school. Most children are from Long Riston and Arnold so the shcool is very much part of the local community.
unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>35, "agree"=>38, "disagree"=>19, "strongly_disagree"=>8, "dont_know"=>0} UNLOCK Figures based on 26 responses up to 17-01-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>38, "agree"=>46, "disagree"=>8, "strongly_disagree"=>0, "dont_know"=>8} UNLOCK Figures based on 26 responses up to 17-01-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>19, "agree"=>50, "disagree"=>8, "strongly_disagree"=>8, "dont_know"=>15} UNLOCK Figures based on 26 responses up to 17-01-2023
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>62, "strongly_agree"=>0, "agree"=>8, "disagree"=>12, "strongly_disagree"=>4, "dont_know"=>15} UNLOCK Figures based on 26 responses up to 17-01-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>23, "agree"=>31, "disagree"=>31, "strongly_disagree"=>12, "dont_know"=>4} UNLOCK Figures based on 26 responses up to 17-01-2023
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>12, "strongly_agree"=>12, "agree"=>31, "disagree"=>19, "strongly_disagree"=>27, "dont_know"=>0} UNLOCK Figures based on 26 responses up to 17-01-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>33, "agree"=>67, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 10 responses up to 17-01-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>15, "agree"=>42, "disagree"=>19, "strongly_disagree"=>12, "dont_know"=>12} UNLOCK Figures based on 26 responses up to 17-01-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>23, "agree"=>38, "disagree"=>27, "strongly_disagree"=>4, "dont_know"=>8} UNLOCK Figures based on 26 responses up to 17-01-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>19, "agree"=>31, "disagree"=>31, "strongly_disagree"=>12, "dont_know"=>8} UNLOCK Figures based on 26 responses up to 17-01-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>23, "agree"=>58, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>19} UNLOCK Figures based on 26 responses up to 17-01-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>27, "agree"=>65, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>8} UNLOCK Figures based on 26 responses up to 17-01-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>27, "agree"=>35, "disagree"=>23, "strongly_disagree"=>12, "dont_know"=>4} UNLOCK Figures based on 26 responses up to 17-01-2023
Yes No {"yes"=>54, "no"=>46} UNLOCK Figures based on 26 responses up to 17-01-2023

Responses taken from Ofsted Parent View

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