Westcott Church of England School
Catchment Area, Reviews and Key Information

Primary
PUPILS
64
AGES
3 - 11
GENDER
Mixed
TYPE
Voluntary aided 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
01296 395000 / 0845 3708090

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?

Inadequate
NATIONAL AVG. 2.09
Ofsted Inspection
(10/05/2023)
Full Report - All Reports
44%
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)
High Street
Westcott
Aylesbury
HP18 0PH
01296651360

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You have established a culture in which pupils really want to come to school and are keen to learn. Your detailed knowledge of every pupil in your school, and your ambitions for each one, support pupils to achieve their best. The large majority of staff, pupils and parents who spoke with me or completed the online questionnaire during this inspection are confident in your leadership. Without exception, they appreciate the safe, nurturing environment the school provides. The school has a key role in the local area’s Christian community and pupils and parents value the Christian ethos. At the time of the last inspection, the inspector identified weaknesses in the quality of pupils’ writing. Your thorough analysis of pupils’ progress in writing has informed the effective action you have taken to improve this aspect of teaching, including determining priorities for teachers’ professional development. You have also revised the curriculum to create more opportunities for pupils to discuss and edit their written work. As a result, pupils currently in school are making good progress in writing and the presentation of their work has improved. Leaders remain committed to giving pupils the tools they need to be the best writers that they can be, and this continues to be a focus in improving teaching and learning. The previous inspection identified the need for leaders to be more rigorous in checking the quality of teaching and the progress of key groups of pupils. You have addressed this well and monitor accurately the quality of teaching and pupils’ learning, including that of key groups. When you have identified weaknesses in teaching you have quickly put in appropriate and effective support. This has resulted in teaching improving rapidly and pupils being enabled to catch up. Leaders have accurately identified areas where the school could do better and are making the necessary improvements, including developing teaching to secure more rapid progress and higher achievement for pupils. Since the last inspection, you have worked tirelessly with governors to manage an expanding school, while tackling the underperformance of some staff. You wasted no time in ensuring that appropriate support was in place for those staff, and held them rigorously to account. However, this resulted in a period of instability and staff turnover. Following consultation with governors, this has resulted in your decision to teach part time. This has had a positive impact on pupils’ learning. However, it has limited the time you can spend leading the school, including leading improvements in teaching. You and governors are taking appropriate steps to appoint permanent staff and are focusing on developing teachers’ leadership skills so that they can lead the continual development of teaching and learning. A small minority of parents who responded to the online questionnaire are dissatisfied with the progress their children make and want to receive better information about their children’s learning. You and the governors recognise this, but further work needs to be done to address these concerns. Safeguarding is effective. Safeguarding is effective. Leaders have ensured that all safeguarding arrangements are fit for purpose and records are detailed and of high quality. Rigorous systems are in place to support good practice. Consequently, staff are clear about what is required of them to keep pupils safe. As the designated safeguarding lead, you ensure that all safeguarding checks are made. The safeguarding governor scrutinises the effectiveness of the school’s systems. Staff, including those new to school, are well trained in safeguarding and child protection procedures. Frequent updates ensure that staff and governors are kept up to date. Parents who spoke to me or completed the online questionnaire say they know that the school cares for and nurtures their children and that leaders will go the extra mile to ensure everyone is secure. Staff are vigilant and pupils tell me that they feel safe and know who to go to if they have any concerns. You and your team work actively with families and other agencies to ensure that any safeguarding issues are given the appropriate priority and attention. You are not afraid to challenge decisions made by other professionals, when they are not in the best interests of the pupil. Inspection findings Pupils currently in key stage 1 and in key stage 2 are making good progress in reading, writing and mathematics across the school. This shows a significant improvement on 2016 key stage 1 and key stage 2 outcomes. The older pupils I spoke to enjoy lessons and said that more challenging work was helping them to be better learners. You have established a coherent tracking system, informed by accurate and moderated teachers’ assessments, to monitor the progress of pupils and analyse outcomes for key groups. This school tracking information, cross-referenced with an analysis of pupils’ books, provides clear evidence of good progress in writing and mathematics. You monitor rigorously the quality of teaching and learning using a range of effective strategies. You then take purposeful action to improve the outcomes for pupils, including those who are at risk of underachievement. For example, the youngest children are benefiting from a larger learning environment set up with exciting resources and challenges to support their learning. The adults working with these children provide high-quality monitoring and careful questioning to move learning forward. Pupils read well and are making good progress, with more Year 1 pupils on track to achieve the national standard for phonics in 2017. Pupils who have special educational needs and/or disabilities are receiving additional support, which ensures that, if they do not reach the expected standard by the end of Year 1, they will reach it by the end of Year 2. Similarly, leaders have worked effectively with staff to ensure that the very small number of pupils in receipt of free school meals receive equally effective tailored support. Current pupils receiving this support are making accelerated progress, particularly in mathematics at key stage 2. More of the most able pupils are making good progress across the school in reading, writing and mathematics, but too few of them are making accelerated progress. You have recognised this and have effective plans in place to provide professional development for teachers to help them to challenge the most able pupils more effectively. While the number of children achieving a good level of development at the end of the Reception Year in 2016 was close to the national average, current Reception pupils are on track to achieve better outcomes. The overall attendance of pupils is good. The arrangements you have in place to track attendance and support families are strong. However, in 2016 the proportion of pupils who were persistently absent from school was above the national average. You identified this early, liaised with outside agencies and supported the families well. As a result, since September 2016 persistent absence has reduced and the attendance of all pupils has improved significantly. Next steps for the school Leaders and those responsible for governance should: increase the leadership capacity of the school so that teachers are driving improvements in teaching and learning to accelerate pupils’ progress further in reading, writing and mathematics improve communication with parents so that they have a better understanding of their child’s learning, the progress that they make and the actions teachers are taking to ensure pupils achieve well. I am copying this letter to the chair of the governing body, the director of education for the Diocese of Oxford, the regional school’s commissioner and the director of children’s services for Buckinghamshire. This letter will be published on the Ofsted website. Yours sincerely Sarah Varnom Ofsted Inspector Information about the inspection During the inspection I met with you, your key stage 2 leader, five governors, and representatives from the local authority and the diocese. I read the 34 responses from parents to Ofsted’s online survey, Parent View, and spoke to eight parents as they brought their children to school. I visited all classrooms with you and closely scrutinised pupils’ books while referring to pupils’ individual assessment information. I heard pupils read and met formally with a group of pupils to gather their views about the school. In addition, we considered a range of documents, including the leaders’ self-evaluation of the school, safeguarding records and policies and the school’s monitoring records. The school meets requirements on the publication of specified information on its website.

Westcott Church of England School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>40, "agree"=>52, "disagree"=>4, "strongly_disagree"=>4, "dont_know"=>0} UNLOCK Figures based on 25 responses up to 21-05-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>44, "agree"=>40, "disagree"=>12, "strongly_disagree"=>4, "dont_know"=>0} UNLOCK Figures based on 25 responses up to 21-05-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>24, "agree"=>52, "disagree"=>12, "strongly_disagree"=>4, "dont_know"=>8} UNLOCK Figures based on 25 responses up to 21-05-2023
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>76, "strongly_agree"=>0, "agree"=>0, "disagree"=>12, "strongly_disagree"=>8, "dont_know"=>4} UNLOCK Figures based on 25 responses up to 21-05-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>12, "agree"=>40, "disagree"=>40, "strongly_disagree"=>8, "dont_know"=>0} UNLOCK Figures based on 25 responses up to 21-05-2023
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>16, "strongly_agree"=>16, "agree"=>36, "disagree"=>20, "strongly_disagree"=>4, "dont_know"=>8} UNLOCK Figures based on 25 responses up to 21-05-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>13, "agree"=>13, "disagree"=>13, "strongly_disagree"=>50, "dont_know"=>13} UNLOCK Figures based on 10 responses up to 21-05-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>0, "agree"=>40, "disagree"=>20, "strongly_disagree"=>16, "dont_know"=>24} UNLOCK Figures based on 25 responses up to 21-05-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>16, "agree"=>44, "disagree"=>32, "strongly_disagree"=>4, "dont_know"=>4} UNLOCK Figures based on 25 responses up to 21-05-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>12, "agree"=>48, "disagree"=>28, "strongly_disagree"=>12, "dont_know"=>0} UNLOCK Figures based on 25 responses up to 21-05-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>4, "agree"=>44, "disagree"=>32, "strongly_disagree"=>12, "dont_know"=>8} UNLOCK Figures based on 25 responses up to 21-05-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>20, "agree"=>36, "disagree"=>24, "strongly_disagree"=>20, "dont_know"=>0} UNLOCK Figures based on 25 responses up to 21-05-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>8, "agree"=>32, "disagree"=>32, "strongly_disagree"=>24, "dont_know"=>4} UNLOCK Figures based on 25 responses up to 21-05-2023
Yes No {"yes"=>40, "no"=>60} UNLOCK Figures based on 25 responses up to 21-05-2023

Responses taken from Ofsted Parent View

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