Staveley CofE School
Catchment Area, Reviews and Key Information

Primary
PUPILS
97
AGES
4 - 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
01228 221582

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
(17/04/2019)
Full Report - All Reports
43%
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)
Brow Lane
Staveley
Kendal
LA8 9PH
01539821218

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. Since September 2018, you have stepped up to the role of acting headteacher in the absence of the substantive headteacher. You have worked in close partnership with the diocese and the local authority to ensure that the school continues to be a warm, welcoming and positive learning environment during this time. You have ensured that pupils benefit from a rich curriculum that is carefully planned to meet their needs and interests. The Christian values of respect, compassion, resilience and friendship are evident in the work of the school. Pupils do well at this school. Most children who leave the early years achieve a good level of development. In recent years, the proportion of pupils who achieve the required standard in the national phonics screening check has been in line with other pupils nationally. Pupils’ attainment in reading, writing and mathematics at the end of key stage 1 has increased over three consecutive years. Pupils typically leave key stage 2 having made similar progress to other pupils nationally in reading, writing and mathematics. Assessment information and work in pupils’ books indicate that pupils continue to make good progress across the curriculum. Pupils enjoy attending school. They said that they feel safe and well cared for. They said that bullying is very rare and that occasionally pupils can display silly behaviours while playing games outside. They said that you and the teachers are very quick in responding to any incidents of poor behaviour in a fair manner. Pupils said that behaviour in lessons is good. Older pupils told me about the range of responsibilities that they have. They can become an assembly monitor, they can read to the younger pupils and train to become a young leader of games. They enjoy the many trips and visits that enrich the curriculum. Older pupils told me about a residential visit to Glasgow where they visited a museum, an art gallery and a theatre show. Pupils know how to keep themselves safe both online and while away from school. The curriculum prepares them well for life in modern Britain and the next stages of their education. You have worked in partnership with the staff to formulate a school development plan that set outs relevant priorities to develop the school further. You carefully monitor the progress of different groups of pupils. Your work to evaluate the effectiveness of your actions is in its infancy, however. You have put plans in place to check on the quality of teaching, learning and assessment as part of your selfevaluation. Presently, it is too early to judge the impact of this work. Governors are very supportive of the school. They have supported you well in your role as acting headteacher by acting upon diocesan and local authority advice. They are aware of the strengths of the school and where further improvements are needed. They have overseen the use of additional funding well, ensuring that disadvantaged pupils and those with special educational needs and/or disabilities (SEND) make good progress in line with their peers. They carefully oversee the spending of the sports premium funding. They told me about the many recent sporting successes the school has achieved, most notably in swimming. The sports premium is used effectively to engage the pupils in a range of sports which include orienteering, cross-country running and open-water swimming. At the previous inspection, the inspectors asked school leaders to improve the quality of writing and spelling. Since then, you have ensured that the foundations of good writing begin in the early years. Children enjoy their writing. Activities are interesting and well planned to spark enthusiasm. From looking at pupils’ assessment information and scrutinising the quality of writing across the school, I could see that pupils are making good progress. A focus on spellings has paid off. Pupils have clear systems to help them apply better spelling. Much of this work builds upon effective teaching of phonics in the early years and key stage 1. As pupils move through the school their writing becomes more sophisticated. The application of grammatical features develops in a logical sequence. The subject leader for English works alongside other leaders from your partner schools to share good practice. You, along with the subject leader for English, have worked in close partnership with a local authority adviser to make checks on the quality of teaching, learning and assessment and pupils’ written work, ensuring the standards remain high. Safeguarding is effective. As the designated lead for safeguarding, you have ensured that the systems in place to safeguard pupils are effective. You have made careful checks on the suitability of adults who work in and those who visit the school. The school business manager and two members of the governing body are trained in safer recruitment.

Staveley CofE School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>62, "agree"=>29, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>7} UNLOCK Figures based on 58 responses up to 17-04-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>55, "agree"=>31, "disagree"=>0, "strongly_disagree"=>10, "dont_know"=>3} UNLOCK Figures based on 58 responses up to 17-04-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>43, "agree"=>43, "disagree"=>9, "strongly_disagree"=>3, "dont_know"=>2} UNLOCK Figures based on 58 responses up to 17-04-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>45, "agree"=>36, "disagree"=>10, "strongly_disagree"=>7, "dont_know"=>2} UNLOCK Figures based on 58 responses up to 17-04-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>41, "agree"=>47, "disagree"=>3, "strongly_disagree"=>3, "dont_know"=>5} UNLOCK Figures based on 58 responses up to 17-04-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>26, "agree"=>60, "disagree"=>12, "strongly_disagree"=>2, "dont_know"=>0} UNLOCK Figures based on 58 responses up to 17-04-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>33, "agree"=>38, "disagree"=>10, "strongly_disagree"=>16, "dont_know"=>3} UNLOCK Figures based on 58 responses up to 17-04-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>21, "agree"=>21, "disagree"=>14, "strongly_disagree"=>12, "dont_know"=>33} UNLOCK Figures based on 58 responses up to 17-04-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>26, "agree"=>33, "disagree"=>16, "strongly_disagree"=>21, "dont_know"=>5} UNLOCK Figures based on 58 responses up to 17-04-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>34, "agree"=>34, "disagree"=>10, "strongly_disagree"=>17, "dont_know"=>3} UNLOCK Figures based on 58 responses up to 17-04-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>40, "agree"=>43, "disagree"=>10, "strongly_disagree"=>2, "dont_know"=>5} UNLOCK Figures based on 58 responses up to 17-04-2019
Yes No {"yes"=>74, "no"=>26} UNLOCK Figures based on 58 responses up to 17-04-2019

Responses taken from Ofsted Parent View

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