The Harlaxton Church of England Primary School Catchment Area
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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 pupilsNational School Census Data, ONS
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:
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.
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.
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.
The Harlaxton Church of England Primary School Key Information
The leadership team has maintained the good quality of education in the school since the last inspection. As executive headteacher, you divide your time between the two schools in the federation. Although the school has experienced some significant changes in staffing, you have ensured that staff have maintained an unswerving commitment to meeting pupils’ needs. Harlaxton is a caring school. Leaders and staff work hard to live up to the school’s motto of, ‘Eager to learn, caring for others, proud to shine.’ The majority of parents who completed the online survey, Parent View, were positive about the support provided for pupils from school staff. One parent said: ‘I’m extremely pleased that I chose this school for my child.’ The school places high value on positive relationships between staff and pupils and, as a result, pupils show high levels of engagement in their learning. The pupils I spoke with feel valued, happy and safe. You ensure that the school works closely with other schools in the locality, as well as with your partner school in the federation. Leaders and governors have established strong links with several schools, to share good practice and to develop staff and governor expertise. Leaders and governors have effectively tackled the areas for improvement identified in the previous report. Pupils’ independence has been developed by the introduction of a new curriculum which encourages problem-solving skills. Most-able pupils are generally achieving the standards of which they are capable and leaders are focusing on improving teaching and learning where it can be better. The proportion of pupils achieving a good level of development by the end of their first year of school was well above the national figure in 2016, as was the proportion of pupils achieving the expected standard in phonics in Year 1. However, you and the school’s governors are not complacent and constantly look for ways to improve pupils’ learning. For example, you have correctly identified that some groups of pupils in the school make slower progress than their peers by the end of key stage 1. You also acknowledged that the progress and attainment of some middle-ability pupils, including some disadvantaged pupils in 2016, was not as strong as it was for other groups of pupils, particularly in reading and mathematics. School leaders’ plans for improvement include these areas and, in addition, set out a comprehensive training programme for teaching assistants to help the school to optimise pupils’ progress. Staff are also already tackling necessary improvements in how the science curriculum is taught, in order that pupils can achieve the highest possible standards. Safeguarding is effective. You and senior leaders ensure that safeguarding arrangements are fit for purpose. There is a clear culture in the school of safeguarding being everyone’s responsibility. Systems are effective for safeguarding pupils’ welfare, including any pupils with persistent absence. Record-keeping is detailed and demonstrates that you and your staff report, record and follow up concerns promptly. There are rigorous, welldocumented checks carried out on all staff and volunteers within the school. Pupils told me that they feel safe and are very well cared for by staff. Pupils showed a clear understanding of how to protect themselves from bullying, including online, and spoke of how they had enjoyed presentations from the local police and the NSPCC. Governors monitor safeguarding systems to check that they are fit for purpose, and receive regular training to ensure that they are proficient at dealing with child protection issues. The school site is secure and maintained to a high standard, so that pupils and staff are safe. Inspection findings You have taken effective action to address the areas for improvement identified in the previous report. There has been a school focus on improving outcomes for the most able pupils and, as a result, more pupils are attaining the higher expectations since the last inspection. Training for teaching assistants and a fresh approach to how the curriculum is taught, with more opportunities for problem solving, has helped to develop pupils’ independence. One pupil told me that if he was unsure about what to do in his work, he would try again and ask a friend, before approaching a member of staff. However, training for teaching assistants 2 still needs to equip staff with the necessary skills to move pupils on in their learning. We both saw occasions during our classroom visits where pupils lost focus because questioning from teaching assistants was not effective enough. Working closely with leaders and governors, you have rightly focused on improving outcomes for some groups of pupils as they move through key stage 1. In 2016, attainment in reading particularly, but also in mathematics and writing, was below the national figure for some pupils, including some disadvantaged pupils, and below where those pupils could have achieved. The school has acted quickly by introducing a new system for tracking pupils’ progress. This system has provided staff with more rigorous information and has led to more timely interventions where pupils are at risk of falling behind. Information provided by you shows that pupils are performing well so far this year. Leaders and governors have a clear idea about what is working well in the school. The proportion of pupils achieving a good level of development in the early years and the proportion of pupils achieving the expected standard in the Year 1 phonics screening check have improved significantly over the last three years. However, you, and the school’s leaders and governors, agreed with me that not enough middle-ability pupils, including disadvantaged middle-ability pupils, made sufficient progress in reading and mathematics in 2016, compared to other groups of pupils in the school. The school’s new tracking system is identifying pupils falling behind far sooner than in previous years and, as a result, you were able to show me information which demonstrated that middle-ability pupils across the school are performing much better this academic year than in 2016. You acknowledged that work in books showed that some middle-ability pupils need greater challenge, and expectations for this group of pupils needs to be consistently high. In 2016, results in science for pupils from key stage 1 and key stage 2 were below national figures. Following these disappointing outcomes, you and governors have strengthened leadership by appointing a new science coordinator. Work is already underway and the new leader is driving improvements across the school, including a complete review of how the curriculum is taught. Staff have developed an integrated approach to the curriculum, so that pupils are taught scientific skills through project work. The profile of science has also been raised considerably, including through recent workshops at the neighbouring secondary school for pupils in Year 5 and Year 6, as well as ‘Science Week’ where pupils have focused on scientific enquiry. Despite these developments, you and the school’s leaders agreed with me that the school needs to improve its assessment systems so that pupils’ progress in science is tracked with more rigour. You also agreed that there needs to be a more consistent approach to investigative work in science across the school, in order that pupils develop the necessary scientific skills and make faster progress.
The Harlaxton Church of England Primary School Parent Reviews
Average Parent Rating
“Village school”
28 July 2015AUTHOR: A Parent
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Harlaxton is a small village school. My kids are happy here, if I had a suggestion for the school it would be nice to see more trips.
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