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

Primary
PUPILS
128
AGES
4 - 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
03000 41 21 21

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
(11/11/2021)
Full Report - All Reports
60%
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)
The Street
Selling
Faversham
ME13 9RQ
01227752202

School Description

Pupils enjoy coming to school. They feel that the school is a kind and friendly place. Pupils behave very well. Staff have high expectations of pupils. Children in early years quickly learn how teachers expect them to behave. Pupils are expected to try their best, concentrate in lessons and act sensibly. Pupils love playing in the school grounds during social times. They develop friendships and play well together. Pupils make the most of the school’s outdoor areas. They relish learning about nature and cooperation in their weekly lessons in the local woodland. Bullying is not tolerated. Staff deal with unkindness between pupils quickly and effectively. Pupils feel safe in school. They develop their understanding of how to keep themselves safe. There are strong relationships between staff and pupils. Pupils know that they can go to staff if they are worried or anxious. Pupils are well cared for. Parents and carers appreciate the nurture and guidance that their children receive from staff. One parent commented: ‘This is a warm, welcoming school that always puts the needs of the children first.’ What does the school do well and what does it need to do better? Leaders have improved the curriculum by identifying what pupils need to know and when knowledge should be taught. Consequently, pupils build their knowledge over time. In reading and mathematics, pupils achieve well. However, in some other subjects, such as history, older pupils do not remember as much as they could because the curriculum has not been as effective in the past. Improving the reading curriculum has been central to leaders’ work over the past year. Leaders have changed the way that phonics is taught. All staff have been trained effectively in teaching phonics in a systematic way. These improved teaching methods have been quickly embedded. Pupils’ reading has been hampered by the COVID-19 pandemic. Those in Year 1 and Year 2 started the academic year with gaps in their phonics knowledge. Leaders increased the time dedicated to teaching phonics. Pupils are now catching up quickly. Leaders set ambitious expectations for pupils’ progress in early reading and keep a close eye on how well pupils are developing their phonics understanding. Pupils develop a love of reading as they move through the year groups. In mathematics, teachers have strong subject knowledge. They use precise questioning to check pupils’ understanding. Teachers use carefully chosen resources to stimulate pupils’ interests. For example, in Year 1, pupils used number grids to help them perform addition and subtraction calculations. This helped pupils to deepen their understanding of how to perform calculations without using objects. Pupils have a developing understanding of fundamental British values. For example, pupils in Year 1 learn about democracy and the role of the prime minister. However, pupils do not fully appreciate the different ways that people live in modern Britain. Leaders are aware of this and are putting plans in place to deepen pupils’ knowledge of different cultural communities. The special educational needs coordinator (SENCo) works closely with staff to identify pupils that need extra support. Leaders work with external professionals to make sure that pupils with special educational needs and/or disabilities (SEND) get the support they need. The SENCo monitors how well this help is working so that effective support strategies are maintained and continued. As a result, pupils with SEND achieve increasingly well. Pupils have a wide range of opportunities to develop personally. They broaden their learning about social responsibility and the importance of coming together as a school community. For example, pupils thought about the significance of Remembrance Day and participated in a period of silent reflection together. The pandemic meant that there were far fewer external trips last year. Nevertheless, leaders organised ‘virtual visits’ for pupils. Leaders have put firm plans in place to reintroduce external trips and extra-curricular clubs this year. Staff feel valued and supported by leaders. Staff told inspectors that leaders are approachable and always able to help. Leaders take account of staff workload when they are making changes in the school. According to staff, leaders put in place policies that contribute positively to staff well-being. All parents who responded to Ofsted’s online questionnaire, Parent View, agreed that their child does well at the school. One parent commented: ‘Selling is a lovely supportive school and my children love it.’ Safeguarding The arrangements for safeguarding are effective. Leaders ensure that checks about the suitability of staff are carried out properly. Inspection report: Selling Church of England Primary School 11 November 2021 2 Procedures for staff to report safeguarding concerns that they may have about pupils have recently changed. Staff are confident in using these new procedures and they know what to do if they need to report concerns that they have about a pupil. Staff are trained well in safeguarding and they understand the most recent government guidance. This means that staff are aware of the signs that a child be at risk of harm.

Selling Church of England Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>81, "agree"=>19, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 36 responses up to 11-11-2021
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>86, "agree"=>14, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 36 responses up to 11-11-2021
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>61, "agree"=>36, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>3} UNLOCK Figures based on 36 responses up to 11-11-2021
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>69, "strongly_agree"=>11, "agree"=>11, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>8} UNLOCK Figures based on 36 responses up to 11-11-2021
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 36 responses up to 11-11-2021
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>17, "strongly_agree"=>53, "agree"=>28, "disagree"=>3, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 36 responses up to 11-11-2021
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>33, "agree"=>33, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>33} UNLOCK Figures based on 10 responses up to 11-11-2021
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>42, "agree"=>47, "disagree"=>6, "strongly_disagree"=>0, "dont_know"=>6} UNLOCK Figures based on 36 responses up to 11-11-2021
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>61, "agree"=>39, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 36 responses up to 11-11-2021
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>53, "agree"=>36, "disagree"=>11, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 36 responses up to 11-11-2021
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>67, "agree"=>28, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>6} UNLOCK Figures based on 36 responses up to 11-11-2021
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>72, "agree"=>25, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>3} UNLOCK Figures based on 36 responses up to 11-11-2021
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>64, "agree"=>28, "disagree"=>3, "strongly_disagree"=>0, "dont_know"=>6} UNLOCK Figures based on 36 responses up to 11-11-2021
Yes No {"yes"=>94, "no"=>6} UNLOCK Figures based on 36 responses up to 11-11-2021

Responses taken from Ofsted Parent View

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