Ely St John's Community Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
374
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
01223 717111

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
(29/11/2018)
Full Report - All Reports
47%
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)
St John's Road
Ely
CB6 3BW
01353612780

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. Ely St John’s Community Primary School is a calm, caring and creative environment in which positive relationships promote pupils’ progress well. Classrooms are attractive places in which to learn, and pupils often point proudly to their work that is on display. Staff plan engaging activities and have high expectations for pupils’ success in them and, as a result, pupils get down to work quickly and with enthusiasm. Pupils know what it is that they need to do because teachers make their ‘non-negotiables’ – the criteria for success in each task – very clear at the outset. Teachers help pupils to understand how to improve their work and give them the chance to make the necessary corrections or changes. This helps to develop pupils’ resilience and their ability to learn from mistakes rather than be discouraged by them. Outside of the classroom, pupils participate in the exceptionally rich range of musical, sporting and cultural activities that are open to them. Very many pupils play a musical instrument, including within the school’s 38-piece orchestra and the brass ensemble, which recently performed to an audience during a visit by Prince Charles to Ely. Others take part in dramatic productions, inter-school sporting competitions or they help to grow vegetables on the allotment. Pupils are encouraged to take risks under adult supervision, such as when gardening, making a den in the spinney, or lighting a bonfire and putting it out again. This helps them to develop the ability to keep themselves safe both at, and outside of, school. Many pupils also take on positions of responsibility, such as those who serve as playground activity leaders (PALs). These roles promote pupils’ personal development and the cohesiveness of the school community. Staff ensure that pupils behave very well both in the classroom and around the school’s large and attractive site. A very high proportion of parents who responded to Ofsted’s online questionnaire, Parent View, agree that the school ensures that pupils are well behaved. In 2016–17, the proportion of pupils who were temporarily excluded from school was above the national average. Leaders have made changes to the school’s behaviour policy. These focus on encouraging positive conduct and are ensuring that those who have difficulty in managing their behaviour are supported to improve it. Leaders have created areas within school, such as the sensory room, that are welcoming and therapeutic spaces for such pupils. As a result, there are few serious incidents of misbehaviour, and the school has had little need to use the sanction of exclusion. Attendance is high and very few pupils are persistently absent from school. Many parents commented positively about the support that staff provide, including for pupils with special educational needs and/or disabilities (SEND). As one parent put it, ‘The school is warm, friendly and inclusive, and this is bringing out the best in my children.’ Pupils who spoke with us made it clear that teachers help them to learn new things, and to broaden and deepen their understanding. As one pupil put it, ‘The best thing about this school is the teachers, and the learning.’ As a result, most pupils make good progress and achieve well at the end of Reception and key stage 1, in the phonics screening check and in the national tests at the end of Year 6. Together with other leaders, including governors, you are rigorous in checking the quality of the school’s work and relentless in pursuit of improvement. Pupils’ learning in science, for example, is preparing them well for the next stage in their education because of the recent changes that leaders have made. These are ensuring that pupils are developing the ability to make a hypothesis, test it, and draw appropriate conclusions from the results of an experiment. In mathematics, teachers have ensured that pupils in both key stage 1 and key stage 2 develop their reasoning skills and regularly apply their knowledge to real-world problems. Governors share your commitment to provide the best education and the fullest possible range of opportunities for pupils. They provide you with support and ask searching questions. Governors also develop their own ways to gain information about standards in aspects of the school’s work. These included the detailed annual safeguarding audit and the survey of health and behaviour that pupils complete. These, together with regular visits, develop governors’ understanding of the quality of provision at the school and hold leaders to account well. This work helps to promote improvement.

Ely St John's Community Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>81, "agree"=>17, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 113 responses up to 15-11-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>74, "agree"=>24, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 113 responses up to 15-11-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>51, "agree"=>44, "disagree"=>3, "strongly_disagree"=>0, "dont_know"=>2} UNLOCK Figures based on 113 responses up to 15-11-2024
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>73, "strongly_agree"=>13, "agree"=>5, "disagree"=>4, "strongly_disagree"=>0, "dont_know"=>4} UNLOCK Figures based on 113 responses up to 15-11-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>65, "agree"=>35, "disagree"=>1, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 113 responses up to 15-11-2024
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>28, "strongly_agree"=>47, "agree"=>19, "disagree"=>3, "strongly_disagree"=>1, "dont_know"=>3} UNLOCK Figures based on 113 responses up to 15-11-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>63, "agree"=>32, "disagree"=>0, "strongly_disagree"=>5, "dont_know"=>0} UNLOCK Figures based on 19 responses up to 15-11-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>42, "agree"=>43, "disagree"=>4, "strongly_disagree"=>0, "dont_know"=>11} UNLOCK Figures based on 113 responses up to 15-11-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>70, "agree"=>28, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 113 responses up to 15-11-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>47, "agree"=>49, "disagree"=>4, "strongly_disagree"=>0, "dont_know"=>1} UNLOCK Figures based on 113 responses up to 15-11-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>55, "agree"=>39, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>4} UNLOCK Figures based on 113 responses up to 15-11-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>76, "agree"=>24, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 113 responses up to 15-11-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>58, "agree"=>36, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>4} UNLOCK Figures based on 113 responses up to 15-11-2024
Yes No {"yes"=>97, "no"=>3} UNLOCK Figures based on 113 responses up to 15-11-2024

Responses taken from Ofsted Parent View

Your rating:
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