Writtle Junior School
Catchment Area, Reviews and Key Information

Primary
PUPILS
241
AGES
7 - 11
GENDER
Mixed
TYPE
Community 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
0845 603 2200

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
(12/07/2023)
Full Report - All Reports
67%
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)
Margaretting Road
Writtle
Chelmsford
CM1 3HG
01245420592

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. Parents and carers speak highly of your leadership and how it has enabled you to establish a very warm and positive atmosphere. They recognise that your passion for education inspires pupils and staff. As one parent commented: ‘There is a genuine respect for Mr Taylor. He has the unique skill of being able to relate to children but also command respect and authority.’ Pupils have a strong sense of belonging and being a central part of the school. They feel included in its work but are equally aware of the need to be inclusive themselves. A Year 6 pupil, for example, said that he felt it was not good enough to treat others as you would like to be treated but that we should ‘treat others as they would like to be treated’ because they are different from us. The sophistication of understanding shown here is down to you and the importance you place on aspects of the curriculum such as spiritual, moral, social and cultural development. Under your leadership the curriculum is developing rapidly into a creative, rich and exciting framework for pupils’ learning. They are engaged and stimulated by the work they are doing. The use of technology is particularly strong in the school and teachers and pupils use it routinely to support learning across the curriculum. The work that you have done with pupils on developing designs for a life-size, functional pod, which they will now construct, has captured their imagination. It has provided rich learning opportunities such as working with planners and architects to design the pod. You and your deputy headteacher agreed that the development of written work to help pupils deepen their thinking further has not caught up with the work that pupils are doing across the curriculum through practical activities and discussion. Since the previous inspection, you and your leadership team have focused relentlessly on raising standards and this has enabled the school to make significant strides forward. Staff work as a team. Hence, there is a consistent approach to teaching and learning. For example, teachers in all classes routinely assess pupils’ prior learning when they begin a new topic to identify what they know already and identify gaps or weaker areas of learning. They adapt work so that it is focused on closing any gaps and ensuring secure understanding. Pupils are very keen learners and gain immense enjoyment from their learning because work is well tailored to their needs. When pupils talk about their work, they do so articulately and with good understanding of how well they are progressing, and what they need to do to improve. Your success as a leader is supported by your openness to new ideas and an enquiring approach which enables you to seek out best practice from elsewhere and adapt it so that it makes a difference to pupils at the school. Staff are proud to work at the school and enjoy being there. You have also responded positively to requests from the local authority to support other schools in the local authority area. Governors support the school’s work well and challenge and question leaders skilfully. They work well in partnership with you and know the current priorities and what you and your staff are working on in order to further improve standards. This reflects the school’s own accurate and incisive understanding of how good it is. While there is more work to do to improve the standards of pupils’ writing by the end of key stage 2, standards of work have risen and pupils across the school are achieving well. Pupils’ achievements and the progress they make in mathematics are a particular strength. Safeguarding is effective. Pupils are adamant that the school cares for them and looks after them very effectively. Hence, they feel safe. Their parents also agree that the school keeps pupils safe. Effective training for all staff and governors and well-developed procedures ensure that any concerns or issues of safety or welfare are picked up quickly and resolved. Records are well maintained, enabling effective tracking of actions to address concerns, including follow-up with external agencies such as social services. The school carries out thorough checks when employing staff to make sure they are fit to work with children. Overall, the leadership team has ensured that safeguarding arrangements are fit for purpose.

Writtle Junior School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>87, "agree"=>12, "disagree"=>1, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 82 responses up to 19-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>89, "agree"=>11, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 82 responses up to 19-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>63, "agree"=>34, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 82 responses up to 19-07-2023
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>76, "strongly_agree"=>9, "agree"=>5, "disagree"=>1, "strongly_disagree"=>1, "dont_know"=>9} UNLOCK Figures based on 82 responses up to 19-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>74, "agree"=>23, "disagree"=>1, "strongly_disagree"=>0, "dont_know"=>1} UNLOCK Figures based on 82 responses up to 19-07-2023
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>29, "strongly_agree"=>57, "agree"=>11, "disagree"=>1, "strongly_disagree"=>0, "dont_know"=>1} UNLOCK Figures based on 82 responses up to 19-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>38, "agree"=>31, "disagree"=>15, "strongly_disagree"=>0, "dont_know"=>15} UNLOCK Figures based on 13 responses up to 19-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>62, "agree"=>32, "disagree"=>5, "strongly_disagree"=>0, "dont_know"=>1} UNLOCK Figures based on 82 responses up to 19-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>72, "agree"=>26, "disagree"=>1, "strongly_disagree"=>0, "dont_know"=>1} UNLOCK Figures based on 82 responses up to 19-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>70, "agree"=>27, "disagree"=>4, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 82 responses up to 19-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>74, "agree"=>24, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>1} UNLOCK Figures based on 82 responses up to 19-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>87, "agree"=>13, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 82 responses up to 19-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>74, "agree"=>22, "disagree"=>1, "strongly_disagree"=>0, "dont_know"=>2} UNLOCK Figures based on 82 responses up to 19-07-2023
Yes No {"yes"=>99, "no"=>1} UNLOCK Figures based on 82 responses up to 19-07-2023

Responses taken from Ofsted Parent View

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