Baden-Powell and St Peter's Church of England Junior School
Catchment Area, Reviews and Key Information

Primary
PUPILS
720
AGES
7 - 11
GENDER
Mixed
TYPE
Academy converter
SCHOOL GUIDE RATING
unlock
UNLOCK

Can I Get My Child Into This School?

Enter a postcode to see where you live on the map
heatmap example
Sample Map Only
Very Likely
Likely
Less Likely

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 2021, ONS
01202 261936

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?

4 1 1 2 3 4
NATIONAL AVG. 2.08
Ofsted Inspection
(11/6/19)
Full Report - All Reports
81%
NATIONAL AVG. 65%
% pupils meeting the expected standard in reading, writing and mathematics



Unlock the rest of the data now
  • See All Official School Data
  • View Catchment Area Maps
  • Access 2022 League Tables
  • Read Real Parent Reviews
  • Unlock 2022 Star Ratings
  • Easily Choose Your #1 School
£14.95
Per month


Progress Compared With All Other Schools

UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 8% of schools in England) Average (About 67% of schools in England) Above Average (About 5% of schools in England) Well Above Average (About 10% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 7% of schools in England) Average (About 64% of schools in England) Above Average (About 9% of schools in England) Well Above Average (About 10% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 11% of schools in England) Average (About 58% of schools in England) Above Average (About 10% of schools in England) Well Above Average (About 10% of schools in England)

School Results Over Time

2017 2018 2019 UNLOCK

% pupils meeting the expected standard in Key Stage 2 tests (age 11)
2017 2018 2019 UNLOCK

% pupils meeting the higher standard in Key Stage 2 tests (age 11)

These results over time show historic performance for key exam results. We show pre-pandemic results as the fairest indicator of whether performance is up, down or stable

Mill Lane
Parkstone
Poole
BH14 8UL
01202 743280

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You have established a school ethos of enjoyment and inspiration. Pupils come willingly to school, attend regularly and engage well with their learning. Pupils are respectful and courteous consistently. Through your inclusive leadership, you have established a harmonious staff team. Relationships between staff and pupils are strong and productive. There is an infectious buzz about the school that reflects the pupils’ positive energy for learning. Parents value the work you do. This comment is typical of many: ‘The leadership, the quality of teaching, the happiness, caring, empathy, inclusiveness of this school is above and beyond anything I could ever hope for my children.’ Since the last inspection, you have improved pupils’ reading so that the progress they make is significantly above the national average. Pupils read Shakespeare, Beowulf and a range of age-appropriate texts in preparation for their next steps in education. Not only are you preparing them well for a comprehensive understanding of literary history, but you are encouraging a sophisticated understanding of British culture, past and present. Pupils’ inference skills are strong and support them well in their end of key stage tests in Year 6. You provide reading lists for pupils and parents on the website so that pupils read suitable books at home as well as at school. You have trained year leaders to oversee and check the work of teachers and pupils. These leaders understand assessment information and use it to support pupils who are falling behind. Similarly, English and mathematics leaders ensure that planning covers the expected curriculum in their subjects well. They are supporting teachers in their preparation for pupils’ learning so that there is uniformity of understanding. This uniformity is reflected in the pupils’ positive progress in reading and mathematics. There is further work to do in writing still, but you and the English leader are aware of this. In 2016, the school became part of the Harbourside Learning Partnership, a multiacademy trust of six local primary, infant and junior schools. You and your staff have gained from the breadth of expertise within the trust. The previous headteacher of the school is the chief executive officer of the trust and he provides valuable support and challenge to you and other leaders. There are many new governors since the last inspection, including the chair. Governors have a complementary skill-set. They are keen to move the school forward on its successful trajectory to further improvements. They ask insightful questions of you and other leaders and seek to make sure that additional funding is spent wisely and with an impact on pupils’ progress. Safeguarding is effective. You and the deputy headteacher, who is the safeguarding designated lead, have created a culture where risks are considered and managed well constantly. The school has appropriate policies to ensure that pupils are well protected. All staff, including governors, undertake training in child protection. The checks undertaken on staff, visitors and recruitment are stringent. Staff know how to keep pupils safe from abuse, sexual exploitation and from the influence of radical or extreme views. You protect pupils well once the school day begins. All volunteers have to attend workshops on safer practices in addition to the expected checks. Inspection findings We looked at the range of writing taking place in the school as, despite improvements in results, this has been a weaker area at key stage 2. You have a comprehensive curriculum that allows pupils to develop their writing skills in English but less so in other subjects. Pupils can articulate their learning about stylistic devices, such as the different aspects needed in diary writing. However, when this understanding translates to the page, pupils’ work is too variable. Some pupils develop competently and, by Year 6, they are skilful in using more complex punctuation, such as colons and semicolons. Their sentence and paragraph formation is secure, and their vocabulary is broadening. However, other pupils are struggling to place commas correctly and are making basic spelling errors too regularly. Teachers are not checking this consistently, so mistakes continue. There is no clear school expectation on presentation and handwriting. Some pupils join the school with inappropriate pencil grips. This issue is not rectified, which has a negative impact on pupils’ writing skills and stamina as they progress through school. Some teachers fail to model legible handwriting. As a result, presentation of pupils’ work in too many books is careless. In this large junior school, you and other leaders are aware of the imbalance of numbers of boys and girls in some year groups. In Year 5, there are 18% more boys and in Year 4, there are 8% more boys. In last year’s Year 6, there were 12% more girls. Historically, you know that boys have underachieved in writing. You have taken steps to rectify this by a careful consideration of topics and class reading texts that will engage both boys and girls more. You evaluate initiatives constantly and make changes accordingly. Boys spoke enthusiastically about their learning, such as the work on Egypt in Year 4. Now that engagement is stronger, you are aware of the need to extend the writing opportunities across subjects. The deputy headteacher oversees the spending of pupil premium funding. You have worked closely together on initiatives to ensure that disadvantaged pupils attend school regularly. In addition, you support disadvantaged pupils’ emotional well-being and intellect in the breakfast reading club. Parental engagement is developing through an online system that sends positive messages home about pupils’ school successes. This has helped parents who do not wish to attend school in person have regular updates on their children to which they can respond as the tool is interactive. One of the most successful initiatives is a system that you call ‘conferencing’. This is small-group intervention work which includes both preparing pupils for topics, as well as picking up on identified errors that need extra explanation. Highly skilled practitioners prepare resources that match pupils’ needs so that pupils’ learning is more proficient. Because of this work, pupils reintegrate to the classroom with confidence and continue to succeed. This level of planning to match pupils’ needs is not prevalent in everyday teaching which is why you need this expensive, though successful, resource. The streamlining of actions and focus on disadvantaged pupils is showing increased impact. In some cases, disadvantaged pupils are excelling at a faster rate than their peers because of the support they are receiving. Next steps for the school Leaders and those responsible for governance should ensure that they improve the quality of teaching by ensuring that: teachers use assessment information in future planning so that they meet every pupil’s needs the level of challenge continues so pupils deepen their thinking and learning in the core and wider curriculum pupils show pride in the presentation of their work consistently.

Baden-Powell and St Peter's Church of England Junior School Parent Reviews



Average Parent Rating

unlock

“The best school I have experienced in the last 15 years!”

unlock
"> After having our eldest child attend this school a few years ago, we thought we knew what to expect when our younger child started this year 2015 following a 7 year gap. They were rated outstanding then and are rated good now with a new headmaster. That said, I think they are a much better school now, they seem to genuinely care about all the children not just the gifted ones. It's more fun, without losing the discipline or respect! The new hall is very impressive there has been significant changes to the equipment the children can access outside. There are far more after school clubs, and the school now offers hot meals (very good ones too). The teacher we currently have in year 3 is without doubt the best we've experienced so far for any for our children, even though I initially doubted her because of her age.....how wrong was I.....don't judge a book by its cover! My child is the happiest I have ever seen him, I'm so glad we got a place here. I'm praying that my daughter gets a place in 2017 fingers crossed
unlock % Parents Recommend This School
Strongly Agree 78% Agree 18% Disagree 3% Strongly Disagree 0% Don't Know 0% {"strongly_agree"=>78, "agree"=>18, "disagree"=>3, "strongly_disagree"=>0, "dont_know"=>0} Figures based on 242 responses up to 11-06-2019
unlock

Figures based on 242 responses up to 11-06-2019

unlock

Figures based on 242 responses up to 11-06-2019

unlock

Figures based on 242 responses up to 11-06-2019

unlock

Figures based on 242 responses up to 11-06-2019

unlock

Figures based on 242 responses up to 11-06-2019

unlock

Figures based on 242 responses up to 11-06-2019

unlock

Figures based on 242 responses up to 11-06-2019

unlock

Figures based on 242 responses up to 11-06-2019

unlock

Figures based on 242 responses up to 11-06-2019

unlock

Figures based on 242 responses up to 11-06-2019

unlock

Figures based on 242 responses up to 11-06-2019

Responses taken from Ofsted Parent View

Your rating:
Review guidelines
  • Do explain who you are and your relationship to the school e.g. ‘I am a parent…’
  • Do back up your opinion with examples or clear reasons but, remember, it’s your opinion not fact.
  • Don’t use bad or aggressive language.
  • Don't go in to detail about specific staff or pupils. Individual complaints should be directed to the school.
  • Do go to the relevant authority is you have concerns about a serious issue such as bullying, drug abuse or bad management.
Read the full review guidelines and where to find help if you have serious concerns about a school.
We respect your privacy and never share your email address with the reviewed school or any third parties. Please see our T&Cs and Privacy Policy for details of how we treat registered emails with TLC.


News, Photos and Open Days from Baden-Powell and St Peter's Church of England Junior School

We are waiting for this school to upload information. Represent this school?
Register your details to add open days, photos and news.

Do you represent
Baden-Powell and St Peter's Church of England Junior School?

Register to add photos, news and download your Certificate of Excellence 2021/22

*Official school administrator email addresses

(eg [email protected]). Details will be verified.

Questions? Email [email protected]

We're here to help your school to add information for parents.

Thank you for registering your details

A member of the School Guide team will verify your details within 2 working days and provide further detailed instructions for setting up your School Noticeboard.

For any questions please email [email protected]