The Quinta Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
467
AGES
2 - 11
GENDER
Mixed
TYPE
Academy converter
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

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
(16/05/2023)
Full Report - All Reports
77%
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)
Ullswater Road
Congleton
CW12 4LX
01260221640

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. The Quinta Primary School converted to an academy in January 2014. Since that time, you and your school leaders have continued to develop the strengths that were identified in the inspection report of your predecessor school. You have maintained the safe and welcoming atmosphere, which is appreciated by pupils and parents alike. Pupils continue to show positive attitudes to their learning and their good behaviour in class contributes well to their good progress. You and your school leaders, including governors, are clearly ambitious that your pupils receive the best education you can provide. After you analysed the most recently published assessment information, you were quick to identify the small number of areas that needed improvement and wrote action plans to achieve this. While the actions you have taken are having a positive effect, you acknowledged that they could be even more effective if the plans were more precise and leaders evaluated the success of their actions in terms of their impact on pupils’ achievement. The majority of parents who responded to the online survey were very positive about the work of the school. They felt that you and your staff were approachable and addressed any concerns that they raised appropriately. They appreciated the variety of extra-curricular activities on offer and talked about the school in glowing terms, with one parent saying it was a place of ‘outstanding warmth’. You work effectively to encourage pupils to be well rounded and considerate citizens and you provide good opportunities for them to develop the spiritual, moral, social and cultural aspects of their learning. Pupils benefit from a wide range of extra-curricular clubs. These include sports, such as basketball, hockey and gymnastics, and other clubs, such as drama, chess and the choir. Pupils enjoy reading and they show a good degree of fluency for their various stages of development. Most-able pupils can read with expression and they show good comprehension through this. Less confident readers use their knowledge of phonics well to help them to read unfamiliar words. At your predecessor school’s last inspection, the areas for improvement were concerned with providing challenging lessons across the ability range, using assessment information when planning lessons and developing pupils’ cultural awareness. Teaching is certainly effective in most year groups and subjects, and you have developed well pupils’ understanding of different cultures and backgrounds. You realise, however, that in some classes there is a lack of challenge for the most able pupils. Safeguarding is effective. The leadership team has ensured that all safeguarding arrangements are fit for purpose and records are detailed and of high quality. You, your staff and governors are well trained and, while safeguarding incidents are few, you have a firm understanding of how to recognise signs of abuse and how to report concerns about pupils. Staff understand the risks presented by issues such as child sexual exploitation and radicalisation. You and your staff have created a strong culture of safeguarding in school, where pupils feel safe and know how to stay safe. This comes from a combination of the robust procedures that are in place and the warm and trusting relationships that can be witnessed in pupils’ attitudes and behaviour with adults and each other. Pupils talked articulately about the risks posed by the internet and knew strategies to deal with online safety. You also support their mental and emotional health well with the well-being mentors that you have established in school. Inspection findings I focused on a number of key lines of enquiry during the inspection. The first of these concerned the achievement of the most able pupils in key stage 2 in English and mathematics. You and your leaders had also identified this as an area for your attention. You have put strategies in place to improve the achievement of the most able pupils, which include providing extra lessons to deepen their knowledge, together with regular visits to the local high school to experience more challenging learning. These strategies are effective, as evidence from writing and mathematics books for this group of pupils showed good progress for most of them, with evidence of, for example, advanced sentence structures and vocabulary that were appropriate to their age. However, some work to develop reading comprehension skills was not challenging enough for the most able pupils in Year 4, as it did not enable them to demonstrate a deeper understanding of the text by exploring, for example, reasons why characters behave as they do. Two other key lines of enquiry concerned aspects of achievement in writing and mathematics in key stage 1, which emerged from the most recently published assessment information. To address these issues, you have made increased use of resources and expertise from a local mathematics hub. You have also sharpened up the monitoring of progress for these pupils, through more focused progress meetings with staff and targets to manage teachers’ performance. As a result, teachers are more aware of how well their pupils are achieving and intervene promptly when needed. Consequently, most of these pupils are making good progress. Writing books show sophisticated use of language and style, especially in Year 2, and most mathematics books show good progress from starting points with strong levels of challenge for the most able. In Year 1, however, there is less challenge in mathematics for the most able, which prevents them from developing deeper thinking skills. In the next key line of enquiry, it was clear that you had addressed most of the areas for improvement from the previous inspection report for the predecessor school. Teachers are providing appropriately challenging work for most of their pupils and they use assessment well to inform their planning, although you acknowledge that there is a lack of challenge for the most able pupils in some classes. There is also a planned programme of lessons, assemblies and activity days that develops pupils’ cultural awareness well. You use lessons in religious education and personal, social and health education to ensure that pupils have a good understanding of important issues, such as mutual respect or tolerance of other people’s beliefs and customs. The final key line of enquiry related to the effectiveness of safeguarding and the attendance of disadvantaged pupils. You make sure that safeguarding is at the heart of the school’s work and you have effective systems in place. You have also recognised that the attendance of disadvantaged pupils has been low compared to national averages in recent years. You have taken action to tackle this, including involving the local educational welfare officer. I concluded from analysing a range of evidence that there was a small number of specific factors that had a bearing on the overall attendance for this group of children and that, in the overwhelming majority of cases, attendance for this group was now improving. Next steps for the school Leaders and those responsible for governance should ensure that: teachers consistently provide work that challenges the most able pupils action plans for school improvement precisely evaluate the intended impact of current actions on pupils’ achievement.

The Quinta Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>59, "agree"=>28, "disagree"=>9, "strongly_disagree"=>3, "dont_know"=>0} UNLOCK Figures based on 116 responses up to 20-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>59, "agree"=>34, "disagree"=>6, "strongly_disagree"=>1, "dont_know"=>0} UNLOCK Figures based on 116 responses up to 20-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>48, "agree"=>37, "disagree"=>9, "strongly_disagree"=>2, "dont_know"=>3} UNLOCK Figures based on 116 responses up to 20-07-2023
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>62, "strongly_agree"=>13, "agree"=>11, "disagree"=>7, "strongly_disagree"=>4, "dont_know"=>3} UNLOCK Figures based on 116 responses up to 20-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>60, "agree"=>35, "disagree"=>3, "strongly_disagree"=>1, "dont_know"=>1} UNLOCK Figures based on 116 responses up to 20-07-2023
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>15, "strongly_agree"=>48, "agree"=>22, "disagree"=>11, "strongly_disagree"=>2, "dont_know"=>2} UNLOCK Figures based on 116 responses up to 20-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>52, "agree"=>26, "disagree"=>6, "strongly_disagree"=>13, "dont_know"=>3} UNLOCK Figures based on 31 responses up to 20-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>56, "agree"=>38, "disagree"=>3, "strongly_disagree"=>1, "dont_know"=>2} UNLOCK Figures based on 116 responses up to 20-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>56, "agree"=>36, "disagree"=>4, "strongly_disagree"=>1, "dont_know"=>3} UNLOCK Figures based on 116 responses up to 20-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>53, "agree"=>35, "disagree"=>9, "strongly_disagree"=>1, "dont_know"=>1} UNLOCK Figures based on 116 responses up to 20-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>61, "agree"=>34, "disagree"=>2, "strongly_disagree"=>2, "dont_know"=>1} UNLOCK Figures based on 116 responses up to 20-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>62, "agree"=>31, "disagree"=>3, "strongly_disagree"=>1, "dont_know"=>3} UNLOCK Figures based on 116 responses up to 20-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>43, "agree"=>41, "disagree"=>9, "strongly_disagree"=>3, "dont_know"=>5} UNLOCK Figures based on 116 responses up to 20-07-2023
Yes No {"yes"=>86, "no"=>14} UNLOCK Figures based on 116 responses up to 20-07-2023

Responses taken from Ofsted Parent View

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