William MacGregor Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
201
AGES
4 - 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
01785 278593

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
(24/01/2023)
Full Report - All Reports
54%
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)
Glascote Road
Glascote
Tamworth
B77 2AF
01827215600

School Description

You, together with the deputy headteacher, provide compassionate, caring and effective leadership. You have a firm commitment to ensuring that all pupils are well prepared, both socially and academically, for their future lives as citizens of modern Britain. You have developed a curriculum that engages pupils’ interests and provides them with visits and experiences that broaden their understanding of the world around them. For example, the annual trip to London for the oldest pupils in school provides them with the opportunity to spend the night aboard HMS Belfast and to view the capital city from an entirely unusual perspective. Parents and carers are highly supportive of the work that you do with their children. The very large majority of those who responded to Ofsted’s online survey, Parent View, say they would recommend the school. One parent commented, ‘The school focuses on the whole child and develops children in all areas. There are fantastic opportunities offered in the variety of clubs, theme days, supporting charities, educational visits and involvement in the local community.’ This was representative of most of the free-text comments on Parent View. There is a strong sense of community and collective responsibility in the school. Pupils are polite, well-behaved and proud to be part of William MacGregor Primary School. Through their behaviour and positive attitudes to learning, they exemplify the school’s values of ‘Achieve, Inspire, Aspire, Together, and On My Own’. You are not afraid to take difficult decisions when it is in the best interests of the pupils. For example, when teaching has not met the needs of the pupils, you have ensured that swift and effective action is taken. This has resulted in motivated and well-trained staff who put the needs of the pupils first. There has been a considerable turnover of staff during the past four years. As a result, a number of middle leaders are relatively new in post. These leaders have been provided with good professional development opportunities so that they have a clear awareness of their subject leadership responsibilities. You have ensured that leaders have time to undertake monitoring and evaluation activities and are developing further opportunities for these leaders to be involved in whole-school improvement planning. Based on perceptive questioning of leaders and careful analysis of school assessment information, governors now have an accurate knowledge of the school’s strengths and areas for improvement. They use their expertise and skills to effectively monitor the work of the school. Governors now understand how different groups of pupils in school are achieving and progressing. This was an area for improvement that was identified at the previous inspection and has been successfully addressed. Governors recognise that, while outcomes for disadvantaged pupils in school are improving, low attendance from a small number of these pupils still has an impact on their chances of attaining as well as other pupils nationally. You have successfully addressed the other areas for improvement from the previous inspection. Teachers now understand and use assessment information far more effectively to match teaching to the needs and abilities of pupils of different abilities. You have used the collaborative work that you do with a group of other local primary schools to provide opportunities for staff to observe good and outstanding teaching. You and your staff have focused recently on ensuring that pupils are secure in their mathematical subject knowledge. However, you acknowledge that opportunities for pupils to undertake problem-solving using reasoning are not fully embedded in teaching and learning. The school environment is a bright and well-maintained place that promotes and celebrates pupils’ achievements. Children settle into the Reception class quickly and happily and make good progress in their learning due to good teaching and caring and nurturing relationships. Early years leaders are keen to further enhance children’s learning by developing the outdoor area to create greater opportunities for investigation and independence. Safeguarding is effective. There is a strong culture of ensuring that pupils’ safety and well-being are at the heart of the school’s work and, as a result, all safeguarding arrangements are fit for purpose. Leaders are clear that safeguarding is seen as the responsibility of all members of staff. Leaders ensure that staff are well trained in how to recognise any signs of potential abuse or neglect. The recently introduced electronic recording system has further strengthened systems for reacting quickly and appropriately to any concerns that are raised. Leaders are tenacious at following up any safeguarding incidents and make appropriate use of outside agencies. Leaders are aware of the need to ensure that pupils are protected from the risk of radicalisation or extremism and have a good understanding of the local community. Leaders have taken positive action to ensure that pupils develop as caring and respectful individuals who understand the beliefs and traditions of people from different faiths and religions, including through visits to a range of places of worship. Pupils have a clear understanding of the potential dangers that use of the internet can pose and know not to give out personal information. Pupils say they feel completely safe in school and trust adults to support them if they have any concerns. Leaders, including governors, have worked effectively with parents to extend their understanding of how to keep their children safe when online. Inspection findings Leaders have developed a well-planned assessment system using a combination of summative tests and teachers’ assessments. Teachers have been provided with training and support and are now in a good position to analyse and interpret the assessment information that they gather on pupils. They are held to account by leaders for the progress and attainment of pupils at termly pupil performance review meetings. This helps them to identify any pupils who are not making sufficient progress and to then adapt their teaching to fill any gaps in learning. In both 2016 and 2017, the most able pupils’ writing outcomes in the Year 6 assessments were below those of other pupils nationally with similar starting points. Evidence gathered during the inspection shows that current pupils are now making far stronger progress and that the standards of writing are improving rapidly. Teachers have high expectations and set tasks that are suitably challenging. There is a strong and consistent focus from teachers across the school on ensuring that pupils are accurate in their spelling and apply their grammar and punctuation knowledge in their independent writing tasks. Through careful analysis of assessment information, leaders identified that developing pupils’ computational knowledge in areas such as multiplication and division was an area for improvement. As a result, all staff follow an agreed approach to teaching basic mathematical skills. The impact of this is that pupils are now able to rapidly recall number facts. However, teachers do not provide pupils with sufficient opportunities to undertake problem-solving using reasoning. This limits pupils’ opportunities to think deeply and fully apply their mathematical knowledge. Leaders have used their detailed knowledge of the barriers to learning of disadvantaged pupils to develop an effective strategy to improve outcomes. Teachers and teaching assistants provide additional support and interventions that are closely matched to individual pupils’ needs and abilities. As a result, outcomes of disadvantaged pupils are improving rapidly and differences in their attainment compared to other pupils nationally are diminishing. The attendance of a small number of disadvantaged pupils is below the good attendance of the large majority of pupils in school and below the national average. While leaders have taken strong action to promote good attendance across the school, they recognise that further action needs to be taken to ensure that all parents fulfil their responsibilities to make sure their children attend regularly and on time. Teachers and other staff in the early years provision ensure that children make a highly positive start in school. Teaching is closely matched to the needs and abilities of the children. Early years leaders have made sure that the curriculum is closely matched to the particular needs of the children. Staff use questions well to encourage children to answer in extended sentences and this helps to promote communication and language skills. Learning activities promote children’s curiosity and enthusiasm. For example, during the inspection children were fascinated to observe the outcomes when different liquids were put into a freezer. They used their developing phonics knowledge well to write interesting and well-constructed sentences about which liquids froze and which did not. Leaders are aware that, currently, the outdoor area does not promote and stimulate independent learning as effectively as the indoor classroom. They have plans to develop the area further but these are not yet fully in place. Pupils who have special educational needs (SEN) and/or disabilities are provided with good support and, as a result, make strong progress. Teachers have a detailed understanding of these pupils. Leaders of provision for pupils who have SEN and/or disabilities have supported teachers in developing time-limited interventions that are matched closely to each pupil’s specific needs. The outcomes of these interventions are monitored closely to measure their impact and are adapted or developed as needed. Next steps for the school Leaders and those responsible for governance should ensure that: teachers provide more opportunities for pupils to apply their mathematical skills and knowledge in problem-solving using reasoning the outdoor environment in the early years provision is improved further to extend opportunities for purposeful, independent learning the attendance of disadvantaged pupils improves so that it is at least in line with the national average by undertaking further work with the small number of parents who do not ensure that their children attend regularly and on time I am copying this letter to the chair of the governing body, the regional schools commissioner and the director of children’s services for Staffordshire. This letter will be published on the Ofsted website.

William MacGregor Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>65, "agree"=>33, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 51 responses up to 24-01-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>71, "agree"=>29, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 51 responses up to 24-01-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>43, "agree"=>51, "disagree"=>4, "strongly_disagree"=>2, "dont_know"=>0} UNLOCK Figures based on 51 responses up to 24-01-2023
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>65, "strongly_agree"=>4, "agree"=>12, "disagree"=>6, "strongly_disagree"=>4, "dont_know"=>10} UNLOCK Figures based on 51 responses up to 24-01-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>69, "agree"=>31, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 51 responses up to 24-01-2023
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>20, "strongly_agree"=>39, "agree"=>31, "disagree"=>6, "strongly_disagree"=>4, "dont_know"=>0} UNLOCK Figures based on 51 responses up to 24-01-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>57, "agree"=>29, "disagree"=>14, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 10 responses up to 24-01-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>59, "agree"=>39, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>2} UNLOCK Figures based on 51 responses up to 24-01-2023
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 51 responses up to 24-01-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>55, "agree"=>35, "disagree"=>10, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 51 responses up to 24-01-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>59, "agree"=>39, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>2} UNLOCK Figures based on 51 responses up to 24-01-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>51, "agree"=>41, "disagree"=>2, "strongly_disagree"=>4, "dont_know"=>2} UNLOCK Figures based on 51 responses up to 24-01-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>45, "agree"=>41, "disagree"=>6, "strongly_disagree"=>2, "dont_know"=>6} UNLOCK Figures based on 51 responses up to 24-01-2023
Yes No {"yes"=>94, "no"=>6} UNLOCK Figures based on 51 responses up to 24-01-2023

Responses taken from Ofsted Parent View

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