Stow-on-the-Wold Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
102
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
01452 425407

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
(17/07/2018)
Full Report - All Reports
70%
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)
St Edward's Drive
Stow-on-the-Wold
Cheltenham
GL54 1AW
01451830784

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. Over the years, you have led the school with increasing confidence and a sense of purpose. Your time in post has enabled you to develop a very incisive understanding of the school and the community it serves. While you are fully aware of the school’s many strengths, you are not complacent. You know the key areas for development and are tackling these successfully. You work collaboratively with other members of staff and, in so doing, have strengthened leadership throughout the school. For example, subject leaders for mathematics and English have been given responsibility to develop particular aspects of these subjects. Working in conjunction with yourself and others, subject leaders are encouraged to use their initiative, contribute their ideas and drive improvements. Stronger middle leadership has helped you in your efforts to improve writing, which was an area for improvement from the previous inspection. Leaders have focused on pupils’ use of vocabulary in their writing. They have devised strategies which encourage pupils to use a diverse range of vocabulary, matched to purpose and audience. The trust you place in others is felt by the whole staff, who are united behind your vision for the school. Staff are supportive of each other and work with common purpose. This has increased the resilience of staff, so that the team copes well in the face of adversity. All of the staff who responded to the survey issued during the inspection agree strongly that they are proud to be members of staff. They also agree that the school is well led and staff are treated with respect. You are well supported by governors and external advisers. Governors bring different skills and experience to bear on their work but all are equally committed to the school. They are not afraid to have challenging conversations in order to hold leaders to account, but are also a source of encouragement during difficult times. Governors take advice from external advisers, who provide additional information which helps governors evaluate the effectiveness of leaders’ work. You welcome the involvement of external advisers because they provide an objective perspective on the work of the school. They also provide training and help you to cultivate partnerships with other schools and organisations. Advisers speak highly of your willingness to ‘look outwards’ and engage with others outside the school. One of the key strengths of the school is the work of leaders to place the school at the centre of its community. The school welcomes all and encourages pupils to be kind, considerate and tolerant towards each other, regardless of difference. Consequently, the school plays an important role in bringing people together. It is providing an increasing number of services to people in the community and extending the range of provision available to pupils. Pupils go out into the community regularly to support others. For example, during the inspection, some pupils went to the local old people’s home to sing to the residents. The overwhelming majority of parents and carers are satisfied with the work of the school. All of the parents who responded to the online survey, Parent View, agreed that their children are happy and safe in the school. Nearly all the respondents would recommend the school. Effective leadership has established high expectations of the quality of teaching and pupils’ behaviour. Pupils are keen to work hard and please their teachers. Staff ensure that their planning, resourcing, teaching and assessment are fit for purpose and meet the demands of the new curriculum. As a result, pupils achieve well in their different subjects by the time they leave the school. Staff continue to consolidate improvements to pupils’ English and mathematics skills because, as you acknowledge, there is room for further improvement. At the beginning of the inspection, we agreed on the key lines of enquiry to be considered during the day. These included establishing the effectiveness of leaders’ actions to provide pupils with a broad and balanced curriculum. We also considered whether leaders’ actions were enabling more pupils to achieve at a higher standard across the school. Additionally, we checked whether leaders’ actions were enabling more pupils in Year 1 to meet the expected standard in the national phonics screening check. Finally, we considered whether safeguarding is effective. These lines of enquiry are considered below, under ‘Safeguarding’ and ‘Inspection findings’, where they have not been referred to elsewhere.

Stow-on-the-Wold Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>77, "agree"=>23, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 35 responses up to 18-07-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>74, "agree"=>23, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>3} UNLOCK Figures based on 35 responses up to 18-07-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>66, "agree"=>29, "disagree"=>3, "strongly_disagree"=>3, "dont_know"=>0} UNLOCK Figures based on 35 responses up to 18-07-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>66, "agree"=>31, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>3} UNLOCK Figures based on 35 responses up to 18-07-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>60, "agree"=>31, "disagree"=>3, "strongly_disagree"=>6, "dont_know"=>0} UNLOCK Figures based on 35 responses up to 18-07-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>63, "agree"=>29, "disagree"=>6, "strongly_disagree"=>0, "dont_know"=>3} UNLOCK Figures based on 35 responses up to 18-07-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>57, "agree"=>34, "disagree"=>6, "strongly_disagree"=>0, "dont_know"=>3} UNLOCK Figures based on 35 responses up to 18-07-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>43, "agree"=>26, "disagree"=>3, "strongly_disagree"=>3, "dont_know"=>26} UNLOCK Figures based on 35 responses up to 18-07-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>80, "agree"=>14, "disagree"=>0, "strongly_disagree"=>3, "dont_know"=>3} UNLOCK Figures based on 35 responses up to 18-07-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>60, "agree"=>23, "disagree"=>14, "strongly_disagree"=>0, "dont_know"=>3} UNLOCK Figures based on 35 responses up to 18-07-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>60, "agree"=>31, "disagree"=>3, "strongly_disagree"=>6, "dont_know"=>0} UNLOCK Figures based on 35 responses up to 18-07-2018
Yes No {"yes"=>91, "no"=>9} UNLOCK Figures based on 35 responses up to 18-07-2018

Responses taken from Ofsted Parent View

Your rating:
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