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  • Thomas Jolyffe Primary School
    Clopton Road
    Stratford-upon-Avon
    Warwickshire
    CV37 6TE
  • Head: Mrs Helen Dunnico
  • T 01789 267015
  • F 01789 267 015
  • E [email protected]
  • W www.thomasjoly…ickshire.sch.uk
  • A state school for boys and girls aged from 4 to 11.
  • Boarding: No
  • Local authority: Warwickshire
  • Pupils: 366
  • Religion: Does not apply
  • Open days: 26/9/2019 9.10am-11.30am
  • Ofsted:
    • Latest Overall effectiveness Good 1
      • Early years provision Good 1
      • Outcomes for children and learners Good 1
      • Quality of teaching, learning and assessment Good 1
      • Personal development, behaviour and welfare Good 1
      • Effectiveness of leadership and management Good 1
    • 1 Full inspection 5th December 2018
  • Previous Ofsted grade: Good on 13th September 2013
  • Ofsted report: View the Ofsted report

What the school says...

I am proud to lead a school community that is committed to doing the very best that it can for every child and every family, ensuring that through respect and understanding we motivate each child to do his or her very best. I strongly believe that this is the reason why our children thrive as they do.

We know that school is a valuable grounding for children’s future lives, but we also know the value of the here and now. That is why we hope that every day, every child will find school to be an engaging, stimulating and enjoyable experience where the joy of learning together is paramount.

Mrs H Dunnico
Head teacher
...Read more

This is not currently a GSG-reviewed school.

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Please note: 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.

Who came from where

Who goes where

Special Education Needs

Thomas Jolyffe Primary School aims to meet all children’s needs. When it is necessary to provide specific support or seek external advice we have access to a range of specialists. Teachers identify SEN and adapt teaching in response to the diverse needs of pupils. They set clear targets for pupils and if adequate progress is not made, the class teacher will consult with the SENCo to see if further analysis of need should be carried out. The details of this are set out in the school’s SEN policy. Parents will be informed before any additional assessments are carried out. Parents or carers are seen as important partners in the effective working relationship with the school. They are fully involved in the identification, assessment and decision making process in the school. They are kept up to date with their child’s progress through termly review meetings, parents' evening and an annual report.

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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