Stanton Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
157
AGES
4 - 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
01629 537499

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
(10/03/2022)
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)
Woodland Road
Stanton
Burton-on-Trent
DE15 9TJ
01283564102

School Description

Pupils say this is a happy school where everyone is friendly and kind. They strive to live out the school’s PRIDE values (polite, respectful, independent, determined and enthusiastic) in all areas of school life. Pupils are proud of their school. They behave well and work hard in lessons. The school places pupils’ well-being at the heart of all that it does. Pastoral care is strong. Inclusion is a high priority. Pupils say that teachers make learning fun and interesting. Pupils enjoy reading and enjoy being read to by adults. Recent visits from authors have helped to deepen pupils’ love for reading. Pupils enjoy the wide range of clubs and experiences on offer. Pupils talk enthusiastically about the clubs on offer, such as times tables club, gardening, cricket and basketball. Pupils benefit from opportunities to improve their school and community. The eco council promotes litter picking. Active champions organise outdoor play activities. Pupils play together harmoniously. Pupils say they feel safe at school. They are confident that their ‘trusted adult’ will act quickly to stop any bullying that occurs. Parents and carers speak highly of the school. One parent summed up the views of others in commenting, ‘My child is happy and thriving in this school.’ What does the school do well and what does it need to do better? The headteacher and governors are ambitious for pupils and have a clear vision for the school. Leaders continually evaluate the curriculum. They know the strengths and areas for development. Leaders have improved the curriculum in science since the last inspection. The curriculum is well designed to ensure that pupils build skills and knowledge over time. Teachers show strong subject knowledge and make useful links between science and other areas of the curriculum. For example, pupils use their knowledge of food chains in their geography lessons on the African plains. The curriculum for most other subjects is well sequenced and includes the important knowledge that pupils need to learn. This helps teachers to know what to teach pupils and the order in which to teach it. In a small number of subjects, leaders have not planned carefully enough the key pieces of knowledge that pupils need to know and remember, and the order in which this knowledge is taught. Reading has a high priority across the school. Each class has a well-stocked library. Pupils respond well to incentives for regular reading. There is a consistent approach to teaching reading. Children are taught phonics from the start of Reception. They eagerly take part in daily phonics sessions. As pupils’ learning has been disrupted by the pandemic, teachers are providing extra phonics for those pupils who need it. Teachers make sure that most pupils have a book that is well matched to the phonics they have been taught. However, a few pupils are given books that are too hard for them. This means they do not get enough practice to catch up and become fluent readers. Teachers are quick to notice when pupils struggle with their work. Teachers adjust the curriculum so that pupils have extra time to practise and understand important content. Pupils with special educational needs and/or disabilities benefit from bespoke resources and support to access the curriculum. This enables these pupils to learn alongside their classmates. The school’s early years curriculum prepares children well for Year 1. Learning is thoughtfully planned. Children benefit from a vibrant and engaging environment. There is much to help children develop their vocabulary and social skills. Staff make sure that children develop a secure grasp of reading, writing and number during their time in Reception. Warm, nurturing relationships are evident across the school. Classrooms are settled, calm environments for learning. Pupils work diligently, responding well to their teachers’ high expectations. Leaders work hard to provide experiences and environments to prepare pupils well for the next stage of their education. Pupils talk enthusiastically about enrichment opportunities such as learning to play the trumpet or taking part in curling. Pupils learn the importance of valuing and respecting everyone, whatever their beliefs or background. Staff say they are proud and happy to work at Stanton Primary School. There is a strong team approach in this small, but growing, school. Teachers typically lead more than one subject. They feel well supported by leaders, who help to reduce their workload.

Stanton Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>73, "agree"=>27, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 15 responses up to 10-03-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>73, "agree"=>27, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 15 responses up to 10-03-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>47, "agree"=>47, "disagree"=>7, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 15 responses up to 10-03-2022
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>73, "strongly_agree"=>0, "agree"=>20, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>7} UNLOCK Figures based on 15 responses up to 10-03-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>80, "agree"=>20, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 15 responses up to 10-03-2022
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>0, "strongly_agree"=>60, "agree"=>33, "disagree"=>7, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 15 responses up to 10-03-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>0, "agree"=>67, "disagree"=>0, "strongly_disagree"=>33, "dont_know"=>0} UNLOCK Figures based on 10 responses up to 10-03-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>27, "agree"=>53, "disagree"=>7, "strongly_disagree"=>0, "dont_know"=>13} UNLOCK Figures based on 15 responses up to 10-03-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>53, "agree"=>40, "disagree"=>7, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 15 responses up to 10-03-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>80, "agree"=>13, "disagree"=>7, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 15 responses up to 10-03-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>73, "agree"=>27, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 15 responses up to 10-03-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>73, "agree"=>27, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 15 responses up to 10-03-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>40, "agree"=>53, "disagree"=>7, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 15 responses up to 10-03-2022
Yes No {"yes"=>100, "no"=>0} UNLOCK Figures based on 15 responses up to 10-03-2022

Responses taken from Ofsted Parent View

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