Priory Junior School
Catchment Area, Reviews and Key Information

School Guide Rating

Longsands Road
St Neots
PE19 1TF
7 - 11
Community school
4 1 1 2 3 4
Ofsted Inspection
Full Report - All Reports
% pupils meeting the expected standard in reading, writing and mathematics
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School Description

The leadership team has maintained the good quality of education in the school since the previous inspection. You and your staff ensure that the classrooms and corridors are vibrant and welcoming. The high-quality displays of pupils’ work, especially their art work and different aspects of writing, are a strength of the school. Your clear plan to ‘be the best you can be’, permeates through the school’s calm and purposeful atmosphere. Since the previous inspection, there have been a number of changes in leadership and teaching staff. New and experienced staff use the professional development opportunities that you provide for them to improve their skills effectively. Leaders are more accountable for their roles and responsibilities and the impact of their work is clearly evident. You have ensured that leaders and teachers have high expectations of pupils’ behaviour, presentation of work and academic achievements. Teaching, learning and assessment are improving, which is enabling all groups of pupils, including disadvantaged and middle-attaining pupils, to make good progress in reading, writing and mathematics throughout the school. Staff morale is high and they are proud to be members of the school. One staff member commented the school has, ‘a calm and supportive atmosphere where everyone is working towards improving progress for the children’. Governors know the school’s strengths and areas for development. They talk knowledgeably about the impact of the school’s actions to improve teaching and learning, and pupils’ outcomes. As a result, you, your leaders and governors have good capacity to further improve the school. Your pupils are very proud of their school. They show respect to each other and to all adults in the school. They behave well in lessons and around the school because of the high standards of behaviour that all staff expect of them. Pupils speak enthusiastically about their interesting learning, exciting educational visits and various sporting opportunities. You are rightly proud of the school’s gold sports award and the success of the recent cross-country running event your staff organised, in which over 70 schools participated. Pupils I spoke with say they feel safe in school and that you provide many opportunities for them to learn about being safe. Year 5 pupils spoke enthusiastically about their recent trip to the fire station to learn about fire safety. Parents are extremely positive about the school. They praised the support your staff provide for pupils who have special educational needs and/or disabilities. Parents particularly appreciate the variety of clubs, the enriched learning opportunities and the ‘Parent Do Days’. The latter enable parents and children to share learning experiences together, for example designing Escher patterns to support the understanding of tessellations. The views of many parents are summed up by one family’s statement, ‘Our children have been given great opportunities whatever their strengths and individual needs, bringing great success and academic achievement during their school-life’. You are building strong professional links with local schools and learning centres to extend the development of leaders’ and teachers’ skills. This is resulting in greater learning opportunities for pupils. We observed your pupils working together with others from local schools, enthusiastically searching for historical artefacts using clues and map-reading skills, to produce a timeline. Additionally, these links are supporting pupils’ smooth transition to your school from the local infant schools and to their secondary destinations at the end of Year 6. Your focus on improving pupils’ writing skills since the previous inspection has been successful, so that writing is now a strength of the school. In 2016, the progress your pupils made at the end of Year 6 was significantly above the national average and a greater proportion reached the higher standard. Pupils’ books and displays show that they have many opportunities to improve their writing skills across the curriculum to deepen their understanding. This includes writing and research about the heart, rainforests and Ancient Egypt. However, there are fewer examples of cross-curricular opportunities to develop pupils’ understanding of mathematical concepts. Currently, you are focusing on improving teaching and learning in mathematics and reading to improve pupils’ progress and raise standards. You have successfully implemented new teaching and learning strategies, including various effective interventions to accelerate the progress pupils make. However, these new approaches have yet to help Year 6 pupils reach higher standards.

Priory Junior School Catchment Area Map

This pupil heat map shows where pupils currently attending the school live.

Enter a postcode to see where you live on the map
heatmap example
All attending pupils
National School Census Data 2020
Pupil heat map key

How many pupils attending the school live in the area?


The concentration of pupils shows likelihood of admission based on distance criteria

0345 045 1370

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.

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