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

Primary
PUPILS
456
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
01922 652585

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
(04/12/2018)
Full Report - All Reports
75%
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)
Walsall Street
Willenhall
WV13 2ER
07846408946

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You are supported well by your deputy headteacher and governors, who are determined to achieve the best possible outcomes for every pupil. You have a thorough understanding of the school’s strengths, as well as what needs to be improved further. Since the last inspection there have been some significant changes in teaching and over half of the teaching staff are new to the school. This includes the recruitment of five teachers in September 2018 who are all in their first year of teaching. You and other senior leaders have been highly effective and ensure that new staff are supported well and have provided opportunities for professional and personal development including coaching and working alongside more established staff. As a result, the quality of their teaching is improving. Governors know the school and community it serves well. They visit regularly, offering effective support and challenge to you and other leaders. They understand their roles and responsibilities and use these to ensure that their work is sharply focused. For example, the governing body has recently carried out a book scrutiny with senior leaders. They correctly identified the focus for this as challenge for the most able pupils. This demonstrates that governors have a clear understanding of the school areas for improvement. The quality of teaching across the school is variable. In some lessons pupils make strong progress due to teachers having good subject knowledge and a clear understanding of the needs of the pupils and the next steps they need to take in their learning. This was evident in a Year 6 lesson where the teacher wrote an incorrect mathematical problem for a pupil in their book in order to check on their prior understanding. The pupil had to identify the teacher’s mistake and explain where she had gone wrong. After capturing the pupil’s explanation the teacher then set another challenge, which moved the pupils’ learning on even further. It was evident across pupils’ books that this teacher took every opportunity to assess the pupils’ understanding and build on their prior knowledge. As a result, the Year 6 pupils were making good progress. However, in some lessons pupils are given work that is too easy, and they have very few opportunities to apply reasoning skills in their mathematical lessons. Most-able pupils are not challenged appropriately and, as a result, they do not make the progress they are capable of achieving. You teach pupils to analyse text and write in a range of styles. They then apply this knowledge when writing for other purposes and in other subjects. You promote the use of more complex reading material and vocabulary which pupils enjoy exploring. Pupils understood what do to if they came across language they did not understand. They told me they would simply use a dictionary or thesaurus to help them find out what the word meant. Pupils who read for me did so with fluency, confidence and determination. Pupils were eager to tell me about their many opportunities to read and how they enjoyed finding out more about the curriculum areas they were studying. For example, some of the pupils had four books with them. When asked why they had so many, they responded, ‘Because we want to find out more about Second World War.’ You have addressed the areas for improvement from the last inspection effectively. Children in the early years now have more opportunities to practise their number and writing skills independently. As a result, children are making improved progress and the large majority achieve a good level of development and are ready to join Year 1 as confident learners. Safeguarding is effective. All safeguarding arrangements are fit for purpose and the leadership team has successfully established a strong safeguarding culture at the school. Underpinning this is the strong spiritual and moral ethos of the school. You make robust checks when recruiting staff, and all adults are fully vetted to ensure that they are safe to work with children. All staff are highly trained and have a clear understanding of their roles and responsibilities in protecting pupils from harm, for example on the ‘Prevent’ duty, so that they know how to recognise and report causes for concern. An electronic system ensures that any information is shared promptly with the leaders responsible for safeguarding matters. Safeguarding policies are appropriate and up to date. Pupils know how to keep themselves safe and feel safe at school. A programme of assemblies and targeted lessons helps pupils to learn about the importance of staying safe. They have a good understanding of bullying and are confident to report any concerns to adults, secure in the knowledge that such concerns will always be dealt with swiftly. Leaders ensure that vulnerable pupils and their families are well supported. You and other leaders carefully track the attendance of the most vulnerable pupils. As a result of this work, these pupils now attend school more regularly. Inspection findings The first line of enquiry was to see how well the most able pupils are achieving in lessons. This is because not enough of these pupils reach higher standards by the end of key stages 2. Evidence in lessons, in pupils’ work and in school assessment information demonstrates that there is still more work to be done to ensure that the most able pupils make good progress and achieve higher standards of attainment in reading, writing and mathematics. You are aware of this and are putting relevant actions in place to secure an increased proportion of pupils attaining at the higher standard. The teaching of mathematics ensures that pupils are confident in using the essential skills of calculation. However, pupils are not given sufficient opportunities to apply their reasoning and problem-solving skills in mathematics lessons. I also wanted to see if leaders were improving the rates of progress for pupils who are supported by pupil premium funding. Together with senior leaders you carry out regular checks and monitor the progress that these pupils make. You use this information to devise strategies aimed at supporting these pupils, through delivering interventions around specific key skills. However, there is more to do. The impact of this monitoring and these interventions are not yet ensuring that enough of these pupils make good progress in reading, writing and mathematics. This is further hindered by the inconsistency in the quality of teaching across the school. My third line of enquiry focused on exploring the strong progress of pupils who have special educational needs and/or disabilities. This is because you use external support and advice to provide the pupils with a personalised learning plan. You have high expectations and ensure that these pupils receive good-quality support to meet their individual needs. You have trained your own staff to give extra help to the large number of these pupils who have speech and language needs. As a result, pupils’ reading, writing and social skills are developing well. The early years provides a happy and vibrant learning environment for its children. Adult and child-initiated activities help develop and promote the children’s basic reading, writing and mathematical skills. Child-initiated activities are planned and resourced well enough to ensure that children make equally strong progress when they are working independently. As a result, children are making good progress and a higher proportion of them are now reaching a good level of development at the end of Reception. Next steps for the school Leaders and those responsible for governance should ensure that: there is more consistently good teaching across the school across the school, pupils are consistently challenged to use and apply their reasoning and problem-solving skills in mathematics lessons lessons challenge the most able pupils so that more pupils can reach the high standards of which they are capable more disadvantaged pupils make good progress in reading, writing and mathematics. I am copying this letter to the chair of the governing body, the director of education for the Diocese of Walsall, the regional schools commissioner and the director of children’s services for Walsall. This letter will be published on the Ofsted website. Yours sincerely Kerry Rochester Ofsted Inspector Information about the inspection During the inspection, I held meetings with you, your deputy headteacher, safeguarding team, your school improvement adviser and a group of governors. I accompanied you and your deputy headteacher to several classrooms in the school, spending a short time in each. I looked at samples of pupils’ work. I viewed a large range of documents, including leaders’ evaluation of the school’s current performance and its school improvement plan. In addition, I scrutinised your information on how the pupil premium is spent, as well as a number of policy documents, including those for safeguarding. I met with a group of pupils, and I also listened to several pupils read. I considered the responses to Ofsted’s questionnaires from 31 staff and 34 pupils. The four free-text messages received by parents were also taken into account.

St Giles Church of England Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>40, "agree"=>60, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 10 responses up to 04-12-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>50, "agree"=>30, "disagree"=>10, "strongly_disagree"=>10, "dont_know"=>0} UNLOCK Figures based on 10 responses up to 04-12-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>50, "agree"=>30, "disagree"=>10, "strongly_disagree"=>0, "dont_know"=>10} UNLOCK Figures based on 10 responses up to 04-12-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>50, "agree"=>30, "disagree"=>10, "strongly_disagree"=>0, "dont_know"=>10} UNLOCK Figures based on 10 responses up to 04-12-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>40, "agree"=>40, "disagree"=>20, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 10 responses up to 04-12-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>40, "agree"=>40, "disagree"=>20, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 10 responses up to 04-12-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>30, "agree"=>50, "disagree"=>20, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 10 responses up to 04-12-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>10, "agree"=>40, "disagree"=>20, "strongly_disagree"=>0, "dont_know"=>30} UNLOCK Figures based on 10 responses up to 04-12-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>50, "agree"=>20, "disagree"=>20, "strongly_disagree"=>0, "dont_know"=>10} UNLOCK Figures based on 10 responses up to 04-12-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>50, "agree"=>30, "disagree"=>10, "strongly_disagree"=>0, "dont_know"=>10} UNLOCK Figures based on 10 responses up to 04-12-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>30, "agree"=>40, "disagree"=>20, "strongly_disagree"=>10, "dont_know"=>0} UNLOCK Figures based on 10 responses up to 04-12-2018
Yes No {"yes"=>70, "no"=>30} UNLOCK Figures based on 10 responses up to 04-12-2018

Responses taken from Ofsted Parent View

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