Earley St Peter's Church of England Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
502
AGES
3 - 11
GENDER
Mixed
TYPE
Academy converter
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
01189 746 000

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
(14/9/21)
Full Report - All Reports
76%
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

Church Road
Earley
Reading
RG6 1EY
01189261657

School Description

Pupils enjoy school. They are enthusiastic about their lessons and seize the opportunities beyond the classroom. Staff develop warm and caring relationships with pupils. These relationships, supported by the school’s strong Christian ethos, help pupils to feel safe. Leaders and staff want all pupils to do their best. Staff have high expectations of pupils. Leaders have put in place a broad and interesting curriculum. Teachers select topics to motivate and help pupils to be successful. Pupils’ behaviour is good. There are clear routines that ensure that the school is calm and orderly. Pupils help to maintain a purposeful and happy atmosphere when taking on their role as play leaders in the playground. Pupils said that incidents of bullying are rare. Adults respond and help pupils promptly and well when issues are raised. Nearly all parents who made their views known are pleased with the school. They value the nurture the school provides. One parent said, ‘I have been very grateful for the kindness, compassion and understanding shown by the whole staff team during home learning.’ What does the school do well and what does it need to do better? Leaders have developed an effective curriculum for all pupils. Together with teachers, they have planned subjects so that it is clear what pupils must know and the order in which they will learn things. This helps children in the early years and pupils across the school build their knowledge and skills. Teachers often make meaningful connections between subjects. However, not all teachers are as confident when teaching some subjects as they are with others, because their subject expertise is not as strong. Leaders have developed effective ways to check pupils’ progress and the standards that they reach. Staff know pupils well and understand their individual needs, especially those who need extra help. Teachers and support staff use these checks carefully to plan work that helps pupils to learn new knowledge. Leaders place great importance on teaching pupils to read. Teachers focus on ensuring that pupils develop strong reading skills from an early age. Leaders’ plans make it clear which sounds they should know as they move through the school. Teachers check to make sure that pupils are keeping up. Pupils read a range of books that focus on the sounds they are learning. As a result, pupils become more confident and fluent readers. Pupils enjoy reading. The books they read by themselves and stories read as a class are well chosen. In early years, teachers are very confident and knowledgeable in teaching phonics and this gets children off to a good start. The curriculum caters effectively for pupils with special educational needs and/or disabilities. These pupils are fully involved in lessons and achieve well. They are supported by teaching assistants who know pupils’ precise needs. Staff adapt the curriculum and the resources used in different subjects thoughtfully to ensure that pupils learn well. Pupils behave well in lessons so that everyone can learn without interruption. Leaders and teachers are clear about the behaviour that they expect from pupils. Pupils know exactly what is required of them. Pupils are attentive, work hard and sustain their concentration. They are considerate and respectful of each other and towards staff. Pupils’ books show that they take pride in their work. Pupils’ high-quality presentation is evident in different subjects and across all year groups. Staff widen the range of opportunities for pupils beyond the development of academic skills. Pupils learn how to stay safe and enjoy healthy relationships. They know how to make nutritious choices about the food they eat. Pupils benefit from carefully planned opportunities to study different cultures and religions. Some pupils act as ‘learning ambassadors’ to help other pupils to understand what is being taught and learned, both previously and currently. Pupils have meaningful opportunities to contribute to the daily life of the school. For example, pupils join the school council, where they share their suggestions about how to improve the school. Leaders have high expectations of staff and a strong understanding of what the school needs to do to get better. Staff say that leaders care about their well-being and workload. They speak highly about the support they receive and of leaders’ regular and informative communication. Staff are confident to speak to leaders if they have concerns about something.

Earley St Peter's Church of England Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree 61% Agree 33% Disagree 4% Strongly Disagree 1% Don't Know 0% {"strongly_agree"=>61, "agree"=>33, "disagree"=>4, "strongly_disagree"=>1, "dont_know"=>0} Figures based on 67 responses up to 24-09-2021
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Figures based on 67 responses up to 24-09-2021

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Figures based on 67 responses up to 24-09-2021

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Figures based on 67 responses up to 24-09-2021

unlock

Figures based on 67 responses up to 24-09-2021

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Figures based on 67 responses up to 24-09-2021

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Figures based on 10 responses up to 24-09-2021

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Figures based on 67 responses up to 24-09-2021

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Figures based on 67 responses up to 24-09-2021

unlock

Figures based on 67 responses up to 24-09-2021

unlock

Figures based on 67 responses up to 24-09-2021

unlock

Figures based on 67 responses up to 24-09-2021

unlock

Figures based on 67 responses up to 24-09-2021

unlock

Figures based on 67 responses up to 24-09-2021

Responses taken from Ofsted Parent View

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