Compton and Up Marden CofE Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
70
AGES
4 - 11
GENDER
Mixed
TYPE
Voluntary controlled 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
033 301 42903 033 301 42903

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
(30/01/2024)
Full Report - All Reports
50%
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)
School Lane
Compton
Chichester
PO18 9EZ
02392631900

School Description

Pupils are settled and happy at their school. They know they can trust their teachers to help them. Pupils get on well with each other. They feel safe and secure at school. Recently, what teachers expect of the pupils has increased. They have set about improving what they teach and how pupils behave. Now, pupils really enjoy their learning. Their relationships with each other and their teachers have improved significantly. Pupils say that their learning is no longer disrupted. They can concentrate much better. Bullying does not happen, pupils say. They are confident that if they had a problem, adults in the school would sort it out. Leaders make sure pupils experience a broad range of subjects. They also provide a wide range of opportunities beyond the classroom. All pupils, for instance, take part in forest school, which they love. Parents are delighted with the recent developments at the school. They are very excited about the impact the new headteacher is having on their child’s learning. As one parent said, ‘The school is wonderful for my children. It seems really good at treating every child as the individual they are. I couldn’t ask for more.’ What does the school do well and what does it need to do better? New leaders have begun an ambitious improvement drive at the school. They have focused keenly on the content of the curriculum and are developing subject plans well. Working with staff, they have started to review and set out how pupils will learn knowledge over time. Some subjects, such as mathematics, are further ahead. In these subjects, pupils learn well. In early years, leaders have revised the curriculum effectively to ensure it meets current requirements. However, in other areas, such as art, computing and physical education, there is still more to do. Teachers have secure subject knowledge and many show expertise in how they help pupils to learn. They watch carefully to see what progress pupils make. However, teachers cannot always assess precisely what pupils have learned. This is because the key knowledge has not been specified fully in plans. It is not always clear how subject knowledge and skills build year on year. Reading is an important part of the school’s work. Leaders have prioritised its development. They are about to introduce a new system for helping pupils learn to read. The current approach is not systematic enough. Not all pupils learn as quickly and securely as they should. Teachers do pick up on those pupils who are weaker readers. They then provide extra reading support to help them catch up. Pupils appreciate the books in their classrooms and the library. They thoroughly enjoy story time and talk about books with enthusiasm. Inspectors saw pupils in Years 3 and 4 Inspection report: Compton and Up Marden CofE Primary School 28 and 29 September 2021 2 avidly read their science books. They observed Reception Year children acting out the story of ‘The Little Red Hen’ with gusto. Most teachers are expert in checking pupils’ grasp of what they read. Sometimes, though, teachers’ questioning does not fully explore pupils’ understanding. The provision for pupils with special educational needs and/or disabilities (SEND) has improved significantly in the last few months. The federation’s SEND leader spends dedicated time in the school each week. She has acted quickly to ensure that pupils’ needs are identified accurately, and provision put in place. Teachers, along with their teaching assistants, are now much better informed about pupils’ needs. However, teachers are not yet expert at adapting the curriculum to meet the needs of pupils with SEND. Pupils are responding very well to higher expectations for their behaviour. They behave well, both in lessons and at play. Staff act consistently and foster strong, respectful relationships with pupils. Attendance rates at the school have improved over the past year. Pupils’ punctuality is also better. Leaders are passionate about the wider development of their pupils. They have introduced further opportunities for them to broaden their experience. Outdoor learning is a fundamental part of the school’s offer. Pupils have happy memories of taking part in the regular school productions. They are eager for these to start again this year. The Christian ethos of the school is well established. Pupils know what the school values are and why they are important. The federation has been a strong support to the school. It has brought in the executive headteacher and two other senior leaders to bring about improvement. This new team is supported well by the governing body. Staff feel respected and valued. They know that leaders will help them to develop their professional practice further. However, they have not yet all had the training they need to bring this about.

Compton and Up Marden CofE Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>77, "agree"=>23, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 35 responses up to 30-01-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>83, "agree"=>17, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 35 responses up to 30-01-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>60, "agree"=>37, "disagree"=>3, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 35 responses up to 30-01-2024
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>66, "strongly_agree"=>14, "agree"=>6, "disagree"=>6, "strongly_disagree"=>0, "dont_know"=>9} UNLOCK Figures based on 35 responses up to 30-01-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>49, "agree"=>43, "disagree"=>6, "strongly_disagree"=>3, "dont_know"=>0} UNLOCK Figures based on 35 responses up to 30-01-2024
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>26, "strongly_agree"=>54, "agree"=>14, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>6} UNLOCK Figures based on 35 responses up to 30-01-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>0, "agree"=>75, "disagree"=>25, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 10 responses up to 30-01-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>51, "agree"=>40, "disagree"=>9, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 35 responses up to 30-01-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>69, "agree"=>26, "disagree"=>6, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 35 responses up to 30-01-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>54, "agree"=>43, "disagree"=>3, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 35 responses up to 30-01-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>46, "agree"=>46, "disagree"=>9, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 35 responses up to 30-01-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>51, "agree"=>46, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>3} UNLOCK Figures based on 35 responses up to 30-01-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>49, "agree"=>40, "disagree"=>9, "strongly_disagree"=>0, "dont_know"=>3} UNLOCK Figures based on 35 responses up to 30-01-2024
Yes No {"yes"=>100, "no"=>0} UNLOCK Figures based on 35 responses up to 30-01-2024

Responses taken from Ofsted Parent View

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