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  • Earls Colne Primary School and Nursery
    Park Lane
    Earls Colne
    Colchester
    Essex
    CO6 2RH
  • Head: Mrs Melanie Vine
  • T 01787 222205
  • F 01787 222 010
  • W www.earlscolne…ndnursery.co.uk
  • A state school for boys and girls aged from 4 to 11.
  • Boarding: No
  • Local authority: Essex
  • Pupils: 348
  • Religion: None
  • Ofsted:
    • Latest Overall effectiveness Good 1
      • Outcomes for children and learners Good 2
      • Quality of teaching, learning and assessment Good 2
      • Effectiveness of leadership and management Good 2
    • 1 Short inspection 14th November 2017
    • 2 Full inspection 6th December 2012

    Short inspection reports only give an overall grade; you have to read the report itself to gauge whether the detailed grading from the earlier full inspection still stands.

  • Previous Ofsted grade: Satisfactory on 25th March 2010
  • Ofsted report: View the Ofsted report

What the school says...

The quality of early education that a child receives will have a significant effect on their life chances. At Earls Colne Primary School and Nursery we are determined to give all children, every opportunity to succeed. Our aim is to inspire all children to create and achieve.

We believe that it is essential for children to master the key skills of reading, writing and mathematics. We want every child to achieve their very best and so our highly skilled teaching team make sure that each child receives a learning programme matched to their needs.

In a society which is constantly changing we all need to be lifelong learners. To create a love for learning we actively involve pupils in the planning of the curriculum, this makes it meaningful to them. We also provide a range of exciting enrichment activities to make learning fun!

To prepare children for the future, we also think it vitally important that they develop independent learning skills. As learners we want children to know and celebrate what they can do well, but also identify what they need to do next. From their earliest years, opportunities are planned for pupils to undertake tasks independently, in this way they become creative and resilient learners.

Our children are confident learners because they know that their effort and achievements will be celebrated. They are also given many opportunities to learn collaboratively and understand that making mistakes is part of learning.

We are immensely proud of each and every one of our pupils and hope that you are able to visit us so that they can show you what our school is all about.
...Read more

What the parents say...

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Independent schools frequently offer IGCSEs or other qualifications alongside or as an alternative to GCSE. The DfE does not record performance data for these exams so independent school GCSE data is frequently misleading; parents should check the results with the schools.

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Interpreting catchment maps

The maps show in colour where the pupils at a school came from*. Red = most pupils to Blue = fewest.

Where the map is not coloured we have no record in the previous three years of any pupils being admitted from that location based on the options chosen.

For help and explanation of our catchment maps see: Catchment maps explained

Further reading

If there are more applicants to a school than it has places for, who gets in is determined by which applicants best fulfil the admissions criteria.

Admissions criteria are often complicated, and may change from year to year. The best source of information is usually the relevant local authority website, but once you have set your sights on a school it is a good idea to ask them how they see things panning out for the year that you are interested in.

Many schools admit children based on distance from the school or a fixed catchment area. For such schools, the cut-off distance will vary from year to year, especially if the school give priority to siblings, and the pattern will be of a central core with outliers (who will mostly be siblings). Schools that admit on the basis of academic or religious selection will have a much more scattered pattern.

*The coloured areas outlined in black are Census Output Areas. These are made up of a group of neighbouring postcodes, which accounts for their odd shapes. These provide an indication, but not a precise map, of the school’s catchment: always refer to local authority and school websites for precise information.

The 'hotter' the colour the more children have been admitted.

Children get into the school from here:

regularly
most years
quite often
infrequently
sometimes, but not in this year


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