Peterchurch Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
116
AGES
4 - 11
GENDER
Mixed
TYPE
Community school
SCHOOL GUIDE RATING
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UNLOCK

How Does The School Perform?

4 1 1 2 3 4
NATIONAL AVG. 2.08
Ofsted Inspection
(11/1/17)
Full Report - All Reports
40%
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)
Peterchurch
Hereford
HR2 0RP
01981550230

School Description

Since your appointment in September 2015 you have built on the strengths identified in the school at the last inspection to ensure that Peterchurch has maintained a good quality of education. You have presided over a successful transition from the previous leadership, winning the hearts and minds of the school community including parents, pupils and staff. Equally you have not been afraid to challenge where you have judged that further improvements were needed, for example in outcomes for middle-attaining pupils and in attendance. As a consequence of your good leadership:  middle-attaining pupils currently in school are now making more rapid progress  overall outcomes are improving in reading, writing and mathematics, including for boys  high-attaining and disadvantaged pupils have continued to do very well throughout the school  outcomes have improved in the early years, including for numeracy  attendance has significantly improved since 2015 and is now well above the national average  almost all parents and staff who responded to surveys and questionnaires agreed that the school is well led  you have a very accurate view of the school’s strengths and areas for development, and why the school is not yet outstanding  you are developing a shared leadership which has led to middle leaders taking on more responsibilities. In the previous inspection report inspectors praised leaders for the school’s effective system for managing, evaluating and supporting teaching. Since you were appointed, you have continued the drive for further improvement through rigorous monitoring of pupils’ outcomes and holding teachers to account through pupil progress meetings. In the last report inspectors stated that the school should improve teaching by raising the level of challenge in lessons for middle-ability pupils and sustaining the brisk pace of learning in all lessons. In the most recent tests and assessments in reading, writing and mathematics in Year 6, outcomes for middle-attaining pupils and boys were still not as high as the national average. However, your detailed monitoring of pupils currently in school indicates that middle-attaining pupils and boys are now making very rapid progress across most year groups. This has been achieved by ensuring that middle-attaining pupils and boys are challenged to do well in lessons. Those at risk of falling behind are targeted for support and appropriate material is used to stimulate their interest in reading. You recognise that this is not yet an outstanding school. Outcomes for middleattaining pupils still need to improve further, the school does not meet all its requirements for reporting on special educational needs, and the early years setting (especially outside) is in urgent need of refreshing and refurbishment. Safeguarding is effective. Safeguarding is at the top of leaders’ and governors’ agendas at all times. Designated leaders and governors are well trained and are up to date in the guidance they receive. Leaders ensure that all staff are also fully informed of the latest guidance and are regularly trained. They make referrals and involve other agencies in a timely way and records are kept safely and securely. Governors too are vigilant and know what to do to ensure the school meets all its safeguarding requirements. Pupils who spoke to me were unanimous that they felt safe in school. The site is secure. The development of pupil digital leaders has ensured that pupils know how to keep themselves safe on the internet by not passing on personal information about themselves to strangers.

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 2020, ONS
01432 260926 (primary) 01432 260925 (secondary)

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 areas from which pupils are admitted to a school can change from year to year to reflect the number of siblings and pupils admitted under high priority admissions criteria.

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.

Peterchurch Primary School Reviews


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