Ruswarp Church of England Voluntary Controlled Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
74
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
01609 533679

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?

Requires Improvement
NATIONAL AVG. 2.09
Ofsted Inspection
(14/06/2023)
Full Report - All Reports
67%
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)
Ruswarp
Whitby
YO21 1NJ
01947602029

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You have provided outward-looking, dedicated and insightful leadership which has driven the school’s development. Along with your governors, you have accurately identified the school’s strengths and priorities for improvement. The school’s detailed self-evaluation and improvement plan clearly identify the priorities for improving the school further. Your recently developed assessment and pupil tracking systems now provide you with information to sharpen the measures of pupils’ outcomes in your plan. Leaders, staff and governors have worked hard to address the areas identified at the previous inspection. Since that time, there have been changes to the school’s staffing and leadership. You have managed these well and put in place appropriate support and development for staff who are new to leadership roles, for example for the subject leaders for English and mathematics. This is helping to strengthen leadership capacity and expertise. Your research helps to identify where you and you staff can find strong practice to bring back to your school to address the school’s priorities. Collaboration with local schools and schools outside of your local authority has begun to have a positive impact upon your approaches to the teaching of reading and writing. There are early signs that this is having a positive impact on pupils’ outcomes in these subjects. However, you agree that you and your staff are still ‘on a journey’ with these developments and there is still more to do. Your developing peer review work with other headteachers provides opportunities to share effective practice and to enhance your school self-evaluation approaches. The provision for pupils’ personal development and welfare is a strength of the school. You, your staff and governors have created a happy, harmonious school where pupils thrive. Your curriculum, caring ethos and opportunities for responsibilities all help develop pupils’ citizenship skills. For example, your pupils were keen to tell me about the work of the school council, playground buddies and the worship and community committee. Your staff have worked to help develop pupils’ resilience when your survey identified that this aspect of pupils’ personal development required enhancing. This encourages pupils to ‘have a go’ when working in subjects such as mathematics, for example when they are completing problem-solving tasks. Safeguarding is effective. The leadership team has ensured that all safeguarding arrangements are fit for purpose. They carry out appropriate checks for all staff, governors and volunteers. Staff and governors receive regular and appropriate training so they know how to keep pupils safe, including training about how to protect pupils from radicalisation and extremism. Consequently, staff and governors understand the safeguarding procedures and their own responsibilities. You and your staff work effectively with parents and other agencies. You have recently introduced an online system for recording safeguarding and pupil welfare, which has helped strengthened your monitoring and analysis of these incidents. Your pupils know how to keep themselves safe, including when they are online. They know the different forms that bullying can take and know that staff will help them if they ever have concerns. Pupils believe that behaviour at your school is good and that incidents of bullying are rare. You and your staff make effective use of systems to monitor behaviour and bullying. Parents agree that their children feel safe in your school and that staff ensure children are well looked after. Inspection findings You and your leaders have responded promptly to the 2017 dip in key stage 2 pupils’ progress in reading. You are also tackling the weakness in attainment in key stage 1 pupils’ writing. In your school, each middle leader works hard to successfully fulfil several leadership roles as well as meet their class teacher commitments. You provide leaders for early years, English and mathematics with opportunities to visit other schools. These professional development experiences are helping your staff to identify effective practice that they can tailor to meet your pupils’ needs. However, you recognise there is further work to be done to develop middle leaders’ skills fully, because some of them are relatively new to these roles. Greater involvement with checking the impact of their actions and work on school self-evaluation and the school development plan would further strengthen leadership skills and capacity.

Ruswarp Church of England Voluntary Controlled Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>76, "agree"=>18, "disagree"=>6, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 17 responses up to 27-11-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>88, "agree"=>12, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 17 responses up to 27-11-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>47, "agree"=>47, "disagree"=>6, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 17 responses up to 27-11-2023
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>88, "strongly_agree"=>0, "agree"=>0, "disagree"=>6, "strongly_disagree"=>6, "dont_know"=>0} UNLOCK Figures based on 17 responses up to 27-11-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>59, "agree"=>41, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 17 responses up to 27-11-2023
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>41, "strongly_agree"=>24, "agree"=>29, "disagree"=>6, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 17 responses up to 27-11-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>100, "agree"=>0, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 10 responses up to 27-11-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>35, "agree"=>65, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 17 responses up to 27-11-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>65, "agree"=>35, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 17 responses up to 27-11-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>65, "agree"=>35, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 17 responses up to 27-11-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>71, "agree"=>24, "disagree"=>6, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 17 responses up to 27-11-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>71, "agree"=>24, "disagree"=>6, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 17 responses up to 27-11-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>59, "agree"=>29, "disagree"=>6, "strongly_disagree"=>0, "dont_know"=>6} UNLOCK Figures based on 17 responses up to 27-11-2023
Yes No {"yes"=>94, "no"=>6} UNLOCK Figures based on 17 responses up to 27-11-2023

Responses taken from Ofsted Parent View

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