Whitechapel 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.
Whitechapel Church of England Primary School Key Information
The leadership team has maintained the good quality of education in the school since the last inspection. Since the previous inspection, your school has undergone substantial changes to the senior leadership team and in governance, including a new chair of governors. You were promoted from the role of assistant headteacher to headteacher in September 2017. In addition, there have been several other changes in staffing. We agreed that I would investigate the effect of these changes during the inspection. Since your appointment as headteacher, you have made a strong impression on governors, staff and pupils. The overwhelming majority of the community are pleased with the positive changes you have already put in place, including improving the flow of communication with parents and carers. Parents with whom I spoke informally are very positive about the work of the school in providing their children with a good education. Staff morale is high, reflecting their pride in working at the school. All staff agreed that leaders do all that they can to ensure that staff are respected, motivated and effective in their roles. As a result, they are collectively committed to improving the school further. You have created a positive culture where you value and listen to every child. There is a strong sense of community and belonging for pupils and parents. Pupils spoke with confidence and maturity about the collective responsibilities they have to ensure that Whitechapel is a caring and friendly school. Pupils enjoy contributing to the wholeschool community and take on numerous responsibilities, such as those of school councillors, eco-club warriors and gardeners. Pupils are knowledgeable about the need to take care of the environment. They spoke in great detail about the need to recycle and reduce our overall use of plastic. In addition, pupils in each class get the opportunity to vote for a charity for which to fund raise. They undertake their responsibilities with boundless enthusiasm and confidence. As a consequence, these rich experiences help prepare pupils to be caring and responsible citizens. Following the last inspection, leaders were challenged to ensure that the work set for pupils, particularly for children in the early years foundation stage and the most able, was set at the right level. Despite a dip in the outcomes for children at the end of early years in 2017, particularly in writing, indications are that more children are now making good progress and are on track to achieve standards expected for their age. Most-able pupils achieve above other pupils nationally at the end of key stages 1 and 2, but the difference is less marked in mathematics than in reading and writing. Nevertheless, you and your leaders for mathematics recognise this and have taken effective steps to improve the quality and breadth of the mathematics curriculum so that more pupils, including middle-ability pupils and the most able, make stronger progress. You acknowledge that more work is needed to ensure that more pupils are consistently challenged to achieve higher standards in mathematics. Governors are committed to their roles and take an active interest in the school. They bring a range of helpful skills from their work backgrounds in safeguarding, education and the church to support and challenge leaders. The governing body knows the main strengths and weaknesses of the school because you share a wide range of information with governors. Governors make good use of this and also visit regularly to challenge the progress and actions in the school improvement plan. Although this plan identifies the most pressing priorities and strategies for improvement, more precise success measures would enable governors to check to what extent it is having the desired impact on pupils’ progress. The local authority knows the school well. It has worked closely with the school to challenge it over standards, particularly in mathematics. The school has welcomed and responded positively to this challenge. The local authority sees the school being fully capable of making forward strides and continuing to manage its own improvement. Safeguarding is effective. The school takes its duty of care responsibilities very seriously. You and your deputy headteacher, as safeguarding leaders, have a firm grasp of roles and responsibilities and ensure that all policies and procedures are fit for purpose. You ensure that systems for the recruitment and induction of new staff, governors and volunteers are robust. As a consequence, all staff are well trained and act swiftly if they have concerns about a pupil. In addition, you work closely with external agencies and ensure that families receive timely support when this is needed. Pupils told me that they feel safe in school and are taught to keep safe in a number of ways. They have a good understanding of the different forms of bullying. They say bullying is rare and have absolute confidence to turn to adults for help in resolving any issues, should they arise. The curriculum provides countless opportunities to support pupils in developing a sense of safety. Pupils are able to talk with confidence about the merits and the dangers of the internet. Overall, the curriculum teaches pupils how to be safe in a range of different situations. Inspection findings Children join early years with knowledge and abilities that are broadly typical for their age but sometimes lower in communication and language. Outcomes over time have been above average. However, in 2017, the proportion of children reaching a good level of development was below that seen nationally. This was due to lower numbers of children, particularly boys, achieving the expected standard for their age in writing. You have been swift to tackle the temporary dip in children’s performance. Your relentless focus on improving the teaching of writing indicates that higher proportions of children are on track to meet age-related expectations. However, we agreed that more work is required to ensure that children have a range of opportunities to apply their writing skills outdoors. In 2016 and 2017, the proportion of disadvantaged pupils who achieve the expected standard and greater depth in reading, writing and mathematics has been variable across the school. In 2016 and 2017, disadvantaged pupils’ attainment at the end of key stage 1 was lower than for other pupils nationally. You have been quick to address these shortfalls by tracking these pupils more carefully. The plan for spending the additional funding has been improved to target these pupils and cater for their needs. However, more disadvantaged pupils need to make greater progress across the curriculum to reduce the differences between them and other pupils nationally at the end of each key stage and by the time pupils leave the school. In 2016, pupils’ attainment in mathematics by the time they left school was below average. Overall progress was also below average, particularly for middle-ability pupils. In 2017, the proportion of pupils achieving the expected standard by the end of key stage 2 shot up considerably. As a result, progress improved to be in line with the national average. With your leaders of mathematics, you have identified areas requiring attention. Together, you have had a relentless focus on re-shaping the curriculum to ensure that more attention is paid to problem solving and reasoning. As a result, pupils get the opportunities to grapple with complex problems. The school’s own progress information and evidence in books indicate that most of the current pupils, including those who are disadvantaged, are making faster progress than last year. However, we agreed that opportunities to challenge middle-ability pupils and the most able are sometimes overlooked. On the whole, pupils’ attendance since the previous inspection has been above rates seen nationally. You have rightly identified the need to ensure that all groups of pupils benefit from more frequent attendance. In recent years, disadvantaged pupils and those who have special educational needs (SEN) and/or disabilities have had lower attendance than other pupils nationally. You monitor the attendance of all groups of pupils and vigorously promote the importance of attendance. As a result, this is paying dividends because the attendance of disadvantaged pupils has improved this year and is similar to that of other pupils nationally. There has been a modest increase for pupils who have SEN and/or disabilities. However, more work is needed to build on this positive start in order to bring attendance for this group in line with the national average.
Whitechapel Church of England Primary School Parent Reviews
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