Christ Church CofE School
Catchment Area, Reviews and Key Information

Primary
PUPILS
190
AGES
3 - 11
GENDER
Mixed
TYPE
Voluntary aided 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 2021, ONS
020 7364 5402

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
(3/10/17)
Full Report - All Reports
83%
NATIONAL AVG. 65%
% 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 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

47a Brick Lane
Spitalfields / Brick Lane
London
E1 6PU
020 7247 0792

School Description

The leadership team has maintained the good quality of education in the school since the previous inspection. Parents and staff speak of your charismatic and effective leadership and say that you are pivotal in offering stability and direction to the school. You and your leadership team have high expectations combined with a realistic understanding of the school’s strengths and development needs. Governors are fully involved in the life of the school. Based on your thorough school self-evaluation, they are able to ask informed questions about the school’s effectiveness. They have been active in improving the school grounds to create an impressive early years environment. The attractive outdoor gardens, developed as part of the early years provision, greatly enhance the learning opportunities for all pupils. Pupils’ attitudes to learning are strong and their behaviour shows empathy and consideration for all. Pupils are nurtured well and show a deep understanding of the needs of others. One pupil proudly explained ‘This school is really special because it teaches me to respect others and to value everyone.’ Displays in school are bright and attractive and reflect the diversity of the community. British values are widely promoted across the school and values of tolerance, respect and inclusion are a central part of the school’s ethos. At the time of the previous inspection, it was reported that middle leaders had been recently appointed and would require support to enable them to take an active role in school improvement. The school has responded well to this by offering coaching sessions to all leaders. This has raised teachers’ understanding of their responsibilities and placed an emphasis on accountability and improved outcomes. Inspectors also commented on some pupils’ lack of certainty about their next steps in learning and the lack of challenge for the most-able pupils. The school has improved policies and practices, including staff training, to tackle both of these issues. As a result, for example, meetings to discuss pupils’ progress are much more rigorous and most-able pupils are identified within teachers’ planning. Pupils’ books are monitored closely. Even so, more needs to be done to improve the quality of writing, particularly for the most-able pupils to write at greater length. Safeguarding is effective. You have ensured that all safeguarding arrangements are fit for purpose and that records are detailed and of a high quality. The school has a robust safeguarding culture where pupils’ safety and well-being is of paramount importance to all staff. The designated safeguarding lead is well known to all staff and clear systems are in place for raising initial concerns and making referrals. Personnel files contain all the necessary pre-employment checks and all staff have had training on keeping children safe in education, including the risks of radicalisation, extremism and female genital mutilation. Parents are rightly proud that this small school has a strong sense of community. Parents describe this as a ‘sense of belonging’ where each child feels welcomed and safe. Pupils report that they enjoy school and know that they are listened to if they have a concern. Inspection Findings  The early years curriculum has been reviewed by the leadership team, specifically to ensure that children receive the right level of challenge across the ability range. The teaching of phonics (letters and the sounds they represent) is now well targeted to children’s abilities, with a wide range of early reading and writing experiences. Children choose from a rich resource of reading materials. Writing tasks are skilfully planned to build on what children can already do. Children’s development in reading, writing and number is tracked very carefully and at the end of the Reception Year all children are ready for the challenge of the Year 1 curriculum.  My second line of enquiry was to evaluate the effectiveness of phonics teaching. In 2016, Year 1 pupils did not do as well as their peers nationally in the annual phonics screening check. This was particularly so for disadvantaged pupils. In 2017, there was considerable improvement, with results above the national average for all pupils.  Pupils are now taught phonics in groups set by ability, with a clear plan for progress in learning phonic sounds. Support is available for pupils requiring further practice. Pupils’ reading showed that they now have a wide range of decoding strategies to tackle new words and self-correct the errors they make.

Christ Church CofE School Parent Reviews



Average Parent Rating

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“Amazing village school in the city!”

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"> It's like a village school in the city. Award winning adventure playground and forest school for all ages. It's a small school so I feel it's very safe and friendly. My children are really happy here. They focus on creativity as well as academic achievement and the school trips are excellent.
“Hidden gem of a school!”

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"> An amazing school - more like a village school than an inner city primary. It has a secret garden playground with growing areas, an adventure playground made from tree trunks, a grassed area with tunnels plus a separate ball pitch. The school is excelling academically and is also very creative - music, art and forest school for all ages. Our children are extremely happy - and because it's a small school it's very safe and friendly.
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Strongly Agree 69% Agree 27% Disagree 2% Strongly Disagree 2% Don't Know 0% {"strongly_agree"=>69, "agree"=>27, "disagree"=>2, "strongly_disagree"=>2, "dont_know"=>0} Figures based on 45 responses up to 17-11-2018
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Figures based on 45 responses up to 17-11-2018

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Figures based on 45 responses up to 17-11-2018

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Figures based on 45 responses up to 17-11-2018

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Figures based on 45 responses up to 17-11-2018

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Figures based on 45 responses up to 17-11-2018

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Figures based on 45 responses up to 17-11-2018

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Figures based on 45 responses up to 17-11-2018

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Figures based on 45 responses up to 17-11-2018

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Figures based on 45 responses up to 17-11-2018

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Figures based on 45 responses up to 17-11-2018

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Figures based on 45 responses up to 17-11-2018

Responses taken from Ofsted Parent View

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