Churchstanton Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
71
AGES
4 - 11
GENDER
Mixed
TYPE
Community 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, ONS
0845 456 4038

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?

Good
NATIONAL AVG. 2.09
Ofsted Inspection
(13/12/2022)
Full Report - All Reports
60%
NATIONAL AVG. 60%
% 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 9% of schools in England) Below Average (About 9% of schools in England) Average (About 67% of schools in England) Above Average (About 6% of schools in England) Well Above Average (About 9% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 9% of schools in England) Average (About 67% of schools in England) Above Average (About 6% of schools in England) Well Above Average (About 8% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 11% of schools in England) Average (About 59% of schools in England) Above Average (About 11% of schools in England) Well Above Average (About 9% of schools in England)
Churchstanton
Taunton
TA3 7RL
01823601354

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. Along with your teachers and governors, you are dedicated to ensuring that pupils enjoy an interesting and exciting curriculum. For example, you make effective use of the school grounds and woods. You have high expectations of the pupils, and this serves them well to make good progress. Another key characteristic of the school is the supportive and inclusive ethos which permeates the work of the school and is strongly recognised by pupils, parents and staff alike. One parent, whose view was typical, commented, ‘The school is a big family which genuinely cares and nurtures its students. My daughter is very happy here … she is encouraged and flourishing.’ You and your staff know the pupils very well. As a result, you plan learning activities that are well suited to pupils’ individual needs. You are diligent in checking pupils’ progress and intervene quickly if they start falling behind or need to catch up. Children get a strong start in the early years foundation stage which ensures they are set up well for starting school. You hold others to account to tackle weaknesses in teaching and to ensure that pupils continue to receive a good education. These are all key strengths in the work of the school. However, the school is not yet outstanding because there are still some inconsistencies in the quality of pupils’ work and the application of mathematics and writing skills across the curriculum. Since the previous inspection, you have been effective in improving pupils’ outcomes. There have been considerable improvements in the teaching of phonics, evident in national test results in key stage 1. Children’s outcomes at the end of their Reception Year, as well as the pupils’ use and understanding of grammar, punctuation and spelling at the end of key stage 2, have also improved. You have achieved this because you know the school’s priorities well and work effectively with a diligent and skilled staff. Furthermore, you have successfully tackled the areas for improvement from the school’s previous inspection, especially in ensuring teachers use assessment information well and check pupils’ progress so that the pupils can make good progress across the school. Safeguarding is effective. You and your staff are determined and diligent in keeping children safe. You ensure there is a strong culture of safeguarding because you train staff well and teach pupils effectively about various types of risks, harm and hazards. For example, children in Year 2 know how to stay safe online and the kind of personal information they must never share or divulge. Staff know how to record and pass on any concerns to the school’s designated safeguarding leaders. You and other leaders take prompt and effective action to keep children safe, including in working with other external agencies and organisations. You are proactive in taking the lead and will challenge other professional partners if you feel this is in the best interests of the children, for example in ensuring children do not become ‘missing in education’. The leadership team ensures that all safeguarding arrangements are fit for purpose and that records are detailed and of a high quality. This includes training for staff, as well as various employment checks and vetting arrangements. Currently governors are working with you in finalising plans to ensure that the school’s grounds are even more secure through reviewing the fencing next to the road. Pupils feel safe and trust staff because they recognise that all staff take their welfare and concerns seriously. You and all other staff work quickly to resolve issues for the children so that they feel valued and respected. This is reflected in the way that pupils treat each other and conduct themselves around the school to build healthy and harmonious relationships. Inspection findings My first line of enquiry focused on how well you enable all individuals and groups to achieve well. You do this through having strong routines and processes for checking the progress of pupils. You meet as a team of teachers and hold highquality professional conversations which identify pupils who may be starting to fall behind. As a result, you ensure a rapid and robust response to intervene and make sure pupils receive focused and effective support and challenge. Teachers have high expectations of the pupils so they are well prepared for the next stages of their learning. You and your team know the pupils extremely well, which enables them to make consistently good progress. However, as discussed during the inspection, pupils do not always use and apply high-quality writing and mathematics skills across the curriculum. We also noted that pupils are capable of being moved more quickly into challenging work and alternative contexts for using and applying mathematics.

Churchstanton Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>60, "agree"=>40, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 25 responses up to 07-02-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>88, "agree"=>12, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 25 responses up to 07-02-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>56, "agree"=>44, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 25 responses up to 07-02-2024
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>60, "strongly_agree"=>12, "agree"=>16, "disagree"=>4, "strongly_disagree"=>0, "dont_know"=>8} UNLOCK Figures based on 25 responses up to 07-02-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>60, "agree"=>40, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 25 responses up to 07-02-2024
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>36, "strongly_agree"=>32, "agree"=>28, "disagree"=>4, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 25 responses up to 07-02-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>40, "agree"=>60, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 10 responses up to 07-02-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>40, "agree"=>56, "disagree"=>4, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 25 responses up to 07-02-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>60, "agree"=>40, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 25 responses up to 07-02-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>48, "agree"=>48, "disagree"=>4, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 25 responses up to 07-02-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>52, "agree"=>44, "disagree"=>4, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 25 responses up to 07-02-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>52, "agree"=>44, "disagree"=>4, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 25 responses up to 07-02-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>52, "agree"=>44, "disagree"=>4, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 25 responses up to 07-02-2024
Yes No {"yes"=>100, "no"=>0} UNLOCK Figures based on 25 responses up to 07-02-2024

Responses taken from Ofsted Parent View

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