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

Primary
PUPILS
353
AGES
5 - 11
GENDER
Mixed
TYPE
Academy converter
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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
01865 815175

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
(10/03/2020)
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)
Cogges Hill Road
Cogges
Witney
OX28 3FR
01993702840

School Description

Pupils are happy at The Blake Church of England Primary School. They are proud of their school. They especially like the way that everyone is celebrated for their contribution to the school community. This is illustrated by the beautiful display of pupils’ salt dough figures that greets all as they enter the building. It reflects leaders’ ambitions that school should develop ‘life in all its fullness’. Leaders aim to provide rich learning in spiritual, moral, social and cultural aspects of life as well as the academic. All staff share these ambitions for pupils. They work hard to ensure that pupils do well. In recent years, pupils have benefited from an improved curriculum. Achievement has improved. Pupils and staff are, rightly, proud of their successes. Pupils behave well in and around the school. They are confident that their teachers sort out any friendship issues quickly and effectively. Pupils are confident and keen to talk about their school and their learning. Parents and carers are also happy with ‘The Blake’. One wrote: ‘It feels very much like a family, with the staff genuinely caring about each child as an individual.’ What does the school do well and what does it need to do better? Leaders, supported well by the Oxford Diocesan Schools Trust (ODST), have designed a broad and ambitious curriculum. They ensure that pupils benefit from a well-considered balance of academic and pastoral learning. They have improved the quality of provision over the last few years. Pupils’ attainment in phonics, reading, writing and mathematics has improved and is now in line with national averages. Leaders throughout the school have developed different subject areas thoughtfully. They provide carefully planned sequences of lessons, particularly in reading, writing, mathematics and science. These support staff to ensure that pupils know more and remember more over time. In some subject areas, staff have benefited from good-quality training, including from ODST. However, some school leaders are not developing their skills. For example, some have not thought carefully enough about staff knowledge and experience. Some teachers do not have the expertise in all subject areas to deliver learning as leaders have planned it. This means that, occasionally, some pupils’ learning in some foundation subjects is not of the quality that leaders intend. Staff deliver phonics sessions well. They are alert to how pupils are doing. They adapt activities and groups to make sure that all pupils are supported at the right pace and level. They make sure that any pupils who fall behind are helped to keep up. Staff know pupils well and are skilled in adapting their approaches to help them. Leaders promote reading throughout the school. Children in Reception Year have enjoyed reading and discussing the books of their ‘set author’, Julia Donaldson. They talked Inspection report: The Blake Church of England Primary School 10–11 March 2020 2 enthusiastically to an inspector about them. They explained their ideas clearly and with detail. As pupils move through the school, they deepen their knowledge of different writers and genres. They become confident, fluent readers and most display a love of reading. They think and talk thoughtfully about the books they read. Many pupils have a strong understanding of narrative and character. They use this knowledge well in their creative writing. Staff are ambitious for pupils with special educational needs and/or disabilities (SEND). The special educational needs co-ordinator (SENCo) ensures that staff know how best to support pupils and meet their needs. Staff follow this guidance well. This helps pupils to experience success and develop independence. Children in early years get a good start to their education. Alongside learning such as phonics and number work, leaders ensure that children develop fully. For example, activities help them to strengthen their confidence and inter-personal skills. They are very enthusiastic about the ‘buddy’ system where Year 6 pupils support Reception children. Pupils’ behaviour in class and around the school is good. Pupils feel safe and are respectful to each other. Those who need extra support to manage their behaviour do well. In classes, the vast majority of pupils are focused on their learning and are positive about it. Leaders provide a rich range of experiences and challenges to support pupils’ broader development. Pupils spoke thoughtfully about the ‘share your brave’ project which was part of the school’s mental health week. They are proud of their school’s Christian ethos. They feel it helps them to understand and appreciate the world around them. The trust and local governors have a good understanding of the work of the school. They are ambitious, realistic and supportive. They hold leaders to account and provide useful support when required.

The Blake Church of England Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>73, "agree"=>24, "disagree"=>1, "strongly_disagree"=>1, "dont_know"=>1} UNLOCK Figures based on 84 responses up to 13-03-2020
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>75, "agree"=>19, "disagree"=>4, "strongly_disagree"=>2, "dont_know"=>0} UNLOCK Figures based on 84 responses up to 13-03-2020
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>52, "agree"=>38, "disagree"=>6, "strongly_disagree"=>2, "dont_know"=>1} UNLOCK Figures based on 84 responses up to 13-03-2020
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>64, "strongly_agree"=>12, "agree"=>8, "disagree"=>4, "strongly_disagree"=>5, "dont_know"=>7} UNLOCK Figures based on 84 responses up to 13-03-2020
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>67, "agree"=>27, "disagree"=>4, "strongly_disagree"=>2, "dont_know"=>0} UNLOCK Figures based on 84 responses up to 13-03-2020
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>30, "strongly_agree"=>44, "agree"=>15, "disagree"=>6, "strongly_disagree"=>5, "dont_know"=>0} UNLOCK Figures based on 84 responses up to 13-03-2020
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>53, "agree"=>29, "disagree"=>12, "strongly_disagree"=>6, "dont_know"=>0} UNLOCK Figures based on 17 responses up to 13-03-2020
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>49, "agree"=>37, "disagree"=>7, "strongly_disagree"=>1, "dont_know"=>6} UNLOCK Figures based on 84 responses up to 13-03-2020
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>65, "agree"=>29, "disagree"=>4, "strongly_disagree"=>0, "dont_know"=>2} UNLOCK Figures based on 84 responses up to 13-03-2020
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>51, "agree"=>42, "disagree"=>6, "strongly_disagree"=>1, "dont_know"=>0} UNLOCK Figures based on 84 responses up to 13-03-2020
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>61, "agree"=>33, "disagree"=>4, "strongly_disagree"=>1, "dont_know"=>1} UNLOCK Figures based on 84 responses up to 13-03-2020
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>50, "agree"=>43, "disagree"=>1, "strongly_disagree"=>2, "dont_know"=>4} UNLOCK Figures based on 84 responses up to 13-03-2020
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>57, "agree"=>23, "disagree"=>10, "strongly_disagree"=>2, "dont_know"=>8} UNLOCK Figures based on 84 responses up to 13-03-2020
Yes No {"yes"=>93, "no"=>7} UNLOCK Figures based on 84 responses up to 13-03-2020

Responses taken from Ofsted Parent View

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