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

Primary
PUPILS
81
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
03000 41 21 21

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
(15/09/2022)
Full Report - All Reports
86%
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)
Church Lane
Trottiscliffe
West Malling
ME19 5EB
01732822803

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. The school has had significant changes in leadership since the last inspection. Governors have worked tirelessly to strengthen leadership and improve the quality of teaching, learning and assessment. During this time, the headteacher resigned and all but one of the teaching staff left. You joined the school in May 2016 for one day a week as head of school, pending the substantive headteacher leaving the school in July 2016. During this period an executive headteacher also supported the school on a part-time basis. Parental concerns were high about such instability and several families removed their children from the school. Since your secondment to the school on a full-time basis from September 2016, you have been supported by a new executive headteacher, initially for two days a week and currently for one day a week. The impact of your leadership is evident in the stability you have brought to the school. It is clear you have the confidence of parents, pupils, staff, governors and the local authority. Parents who I spoke to at the beginning of the day were effusive in their praise for the happy atmosphere which now prevails. Several parents sought me out at the beginning and end of the day to tell me of their renewed confidence in the school. They feel that you listen to their concerns and that the changes you have made are very positive. Evidence of the confidence now felt in the school is that requests for places in September 2017 are higher than ever before, and numbers are again rising. You are building a strong team of committed staff who share your vision of excellence for the school. You recognise that middle leaders are new to their roles and that they need to monitor teaching even more closely so that pupils of all abilities are appropriately challenged. You were quite rightly concerned about the recent dip in standards in key stages 1 and 2 in writing, and in phonics in Years 1 and 2. Staff training in the teaching of phonics and the use of quality texts to inspire children’s writing are leading to rapidly raising standards. The importance of improving standards in writing across the school is shared by the pupils. As one pupil told me: ‘Every lesson is a literacy lesson. You push yourself as much as you can and you know your personal challenges.’ There are now many more opportunities to write at length in different curriculum subjects. You agree with me that presentation and handwriting are the weakest aspects of writing and that more pupils need to write at greater depth. Pupils’ previous negative experiences of learning have been overcome. Pupils say that their lessons are fun and that teachers really try to make learning interesting. Relationships between teachers and pupils are warm and respectful and enthusiasm for learning is high. The effectiveness of teaching in mathematics has improved as more emphasis has been placed on developing pupils’ reasoning skills in every class. This has led to pupils working at greater depth in mathematics and more suitable challenge for the most able pupils. At the time of the last inspection, leaders were asked to improve the quality of teaching. This has been addressed. Leaders were also asked to match tasks to individual pupils’ needs more precisely to enable them to make even better progress. The achievement of all groups of pupils, including those who are disadvantaged, is now analysed closely, and planning is adapted to support those pupils who may be at risk of falling behind or who need further challenge. Safeguarding is effective. You ensure that staff and governors, including those new to the school, understand safeguarding policies and procedures. All safeguarding arrangements are fit for purpose and regularly updated in line with current statutory guidance. Checks on the suitability of staff are recorded appropriately. You know your families well. Parents spoke of the strong sense of community within the school and how well children look after one another. Children feel safe and valued by their peers and teachers. They feel they can speak to trusted adults if they have any worries and that the school is special, ‘like a family’. The school works closely with outside agencies when children are thought to be at risk. Staff thoroughly record and follow up any incidents or concerns to make sure they do not lead to pupils being unsafe. They also follow up the very few incidents of poor behaviour to make sure they are dealt with effectively, yet fairly. Attendance rates have improved for all groups of pupils and are now above national averages overall. You investigate all absences to make sure they are not related to safeguarding matters. Inspection findings The focus of the inspection was to identify, given the many leadership and staffing changes that have taken place, what actions the school is taking to sustain its previously good performance. Inspection activities also focused on whether all pupils make the progress they are capable of in writing, phonics and mathematics. I also looked at whether attendance rates were improving and whether pupils who have special educational needs and/or disabilities were being supported well in school. The governing body has a very accurate view of the strengths and areas to develop in the school. Governors have undertaken training in how to interpret information about pupils’ performance so that they can hold leaders to account. They strike a good balance between supporting and challenging leaders. They are delighted with your leadership and share your commitment to driving improvements and raising standards. Your determination and aspiration for the school have had a positive effect on the quality of teaching and learning. You have established a more thorough system of assessment and tracking of pupils’ progress. This helps leaders hold teachers to account for pupils’ progress and enables appropriate measures to be introduced when pupils are not making the progress expected of them. Evidence in pupils’ work shows that standards in mathematics are also rising. You have brokered support for teachers in how to raise standards in writing through training staff in the teaching of phonics and the use of quality texts. As a result, progress in writing is accelerating throughout the school. You rightly acknowledge that presentation of writing in books is the next improvement the school needs to focus on. Since the last inspection, you have introduced new leadership structures. The newly appointed special educational needs coordinator has set up systems and processes for early identification of need. Support processes are now closely monitored and staff held to account for pupils’ progress. All staff are now clear that responsibility for the progress of all children, of all abilities, is theirs, and not that of a middle leader. Leaders of mathematics and English are becoming increasingly effective in their roles. The planning of work in mathematics is more consistently effective across the school, including greater emphasis on developing pupils’ reasoning skills. Subject leaders have begun to monitor the quality of teaching through visits to classrooms and scrutiny of pupils’ work. The full impact of their work to improve teaching and learning is yet to be seen as these roles are at an early stage of development.

Trottiscliffe Church of England 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 43 responses up to 16-09-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>88, "agree"=>12, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 43 responses up to 16-09-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>63, "agree"=>37, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 43 responses up to 16-09-2022
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>72, "strongly_agree"=>9, "agree"=>2, "disagree"=>7, "strongly_disagree"=>2, "dont_know"=>7} UNLOCK Figures based on 43 responses up to 16-09-2022
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 43 responses up to 16-09-2022
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>33, "strongly_agree"=>49, "agree"=>14, "disagree"=>5, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 43 responses up to 16-09-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>60, "agree"=>0, "disagree"=>20, "strongly_disagree"=>20, "dont_know"=>0} UNLOCK Figures based on 10 responses up to 16-09-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>58, "agree"=>30, "disagree"=>5, "strongly_disagree"=>0, "dont_know"=>7} UNLOCK Figures based on 43 responses up to 16-09-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>72, "agree"=>21, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>5} UNLOCK Figures based on 43 responses up to 16-09-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>63, "agree"=>35, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>2} UNLOCK Figures based on 43 responses up to 16-09-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>72, "agree"=>26, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>2} UNLOCK Figures based on 43 responses up to 16-09-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>84, "agree"=>16, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 43 responses up to 16-09-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>60, "agree"=>40, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 43 responses up to 16-09-2022
Yes No {"yes"=>100, "no"=>0} UNLOCK Figures based on 43 responses up to 16-09-2022

Responses taken from Ofsted Parent View

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