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Leaders and staff are caring. They make sure that pupils can learn well in a safe environment. Pupils' happiness and well-being are prioritised.
Pupils feel safe and enjoy coming to school.
The curriculum prepares pupils well for their future. Leaders have high expectations for every child in the school.
Teachers plan learning in a way that helps pupils to remember what they learn over time. Pupils are ready for secondary education by the time they leave the school.
Neither poor behaviour nor bullying are issues in the school.
Pupils get on well with each other and their behaviour is good. They trus...t and respect their teachers. Staff deal effectively with the occasional situations when pupils fall out with each other or do not behave well.
The school serves an increasingly diverse community. Leaders make sure that transition for pupils whose family have recently moved to the area is smooth. Many parents appreciate the inclusive ethos of the school.
Leaders have a strong focus on ensuring that communication between school and pupils' homes is effective.
What does the school do well and what does it need to do better?
Leaders have set clear priorities to make sure that pupils have a well-rounded education.
In Nursery and Reception, staff prepare children well for key stage 1.
Children start to understand the world around them. They develop their early literacy, numeracy, and social skills through well-planned activities. Building on the learning from early years, subject leaders have planned programmes of learning with well-defined steps to help pupils progress effectively from Year 1 to Year 6.
In all the subjects they study, pupils often revisit key learning points. This approach allows them to make good progress over time. In mathematics, for example, pupils start lessons with questions about previous learning.
They also have a revision of each week's learning on 'Flashback Fridays'. In history and science, teachers apply similar strategies to make sure that pupils have memorised key facts. Experiments in science and educational visits in history make learning engaging and memorable for pupils.
Teachers encourage pupils to collaborate with each other through setting group tasks. Pupils enjoy this way of learning together. Relationships between staff and pupils are positive and pupils do not disrupt lessons.
Teachers check how well pupils progress during lessons. They clarify points that pupils have not understood. They record pupils' progress at the end of each topic.
In English and mathematics, teachers also check progress at regular intervals with formal tests. Teachers use these records and tests well to help them to address gaps in pupils' learning.
The disruption caused by the COVID-19 pandemic had a negative impact on pupils' handwriting.
Letter formation is not always where it needs to be in order to prepare pupils well for the next stage of their education. Leaders are aware of the issue and have made the improvement of handwriting a priority.
Leaders have introduced a new phonics scheme that is improving the way pupils learn to read.
Appropriate grouping by ability, and targeted support in lessons, help pupils who have difficulties with learning to read keep up with others. However, as the phonics scheme is still very new, not all staff have completed the full training to deliver it. As a result, there are some inconsistencies in the teaching of phonics.
As part of the curriculum, pupils learn what it means to be a respectful, responsible citizen. They learn about democracy, the rule of law, and diversity. They also learn about healthy relationships and appropriate behaviours.
Pupils have access to after-school clubs where they can do drama, gymnastics, music, or football. Pupils take responsibilities as members of the school council. Year 6 pupils run several clubs for younger pupils at lunchtime.
The school has a high proportion of pupils with special educational needs and/or disabilities (SEND). Leaders make sure that staff have all the information they need to help pupils with SEND access the full curriculum. Teachers have effective strategies in place to support pupils' learning according to their needs.
Staff also make sure that pupils with SEND can take part in all school activities. Pupils with SEND are widely involved in extra-curricular clubs.
Leaders are mindful of staff's well-being, and they protect them from excessive workload.
Staff enjoy working at the school.
Governors know the school well. They are ambitious for the school.
They support leaders and hold them to account effectively.
Safeguarding
The arrangements for safeguarding are effective.
Staff have regular training and updates.
They are clear about their duty of care. They are familiar with the school's approach to identifying and reporting concerns.Leaders follow up every concern thoroughly.
They work well with external agencies to support families and protect children at risk. Leaders and governors are trained in safe recruitment. They have the expertise to deal with complaints about staff.
Pupils learn about risks and how to remain safe in their everyday life. In lessons and presentations in assemblies they learn about online safety and issues in the local community.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• The new phonics scheme is not embedded yet.
Some staff have not completed the full training to teach the scheme. As a result, there are inconsistencies in the way pupils are taught phonics. Leaders need to ensure that all staff who teach phonics complete the full training and put this training into action, in order to address these inconsistencies.
• The teaching of handwriting has not yet had sufficient impact on the quality of pupils' work. As a result, pupils' letter formation, especially in key stage 1, is not accurate enough. Leaders should ensure that teachers focus on developing pupils' accurate letter formation, so that pupils write well.
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