Rainford CofE Primary School
Catchment Area, Reviews and Key Information

4 - 11
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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

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
Ofsted Inspection
Full Report - All Reports
% pupils meeting the expected standard in reading, writing and mathematics

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Per month

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

Cross Pit Lane
St Helens
WA11 8AJ

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. Since arriving at the school, you have provided determined and confident leadership. There have been staff changes and difficulties with recruitment since the last inspection. However, you have united governors and staff in ensuring that all work as a team to do their very best for all of the pupils. You lead by example and staff respond well to the demands you make and standards that you expect. Your evaluation of the performance of the school is accurate. Development planning focuses on the current priorities for improvement, which are shared with and understood by all staff and governors. Staff are very appreciative of the development opportunities they have. Staff spoke with great enthusiasm about the ‘outstanding leaders programme’, which is ensuring that they understand their individual and collective responsibility to secure further improvements. Since the previous inspection, you have worked hard to improve all aspects of provision. You and your team are keen to ensure that the pupils have a very positive experience. Pupils benefit from interesting and well-planned learning opportunities across a range of subjects. As the chair of governors stated during the inspection, ‘We are committed to providing pupils with an experience to help them prepare for their future.’ The curriculum is enriched by a wide range of visits, visitors and after-school activities. It was wonderful to see pupils of all ages engaging in the ‘Olympics’ after-school club. Pupils spoke with great appreciation of the residential outdoor activities and the themed weeks that run throughout the school year. The pupils understand how hard the staff work on their behalf. In return, pupils work hard and their behaviour in and around school is consistently good. They have positive attitudes to learning and always present their work to the best of their ability. Displays around the school are inspiring for the pupils and the environment supports the pupils in their learning. The Christian ethos pervades all that you and the pupils do. There is a caring and aspirational climate that is helping staff and pupils work together effectively. Community links, including those with All Saints C of E Church, enhance the pupils’ experience. All are rightly proud of the School’s ‘Partnership Award’, which reflects the high-quality engagement of the pupils in the community. Governors work well with the school leadership to support and challenge on aspects of improvement. Alongside the school leadership team, they are working hard to ensure that all parents fully appreciate the work that the school team does for their children. One parent, whose children had recently started at the school, said that ‘my children have been welcomed with open arms and the school could not have done more’. However, this is not consistently the view of all parents, with a number expressing concern about some of the recent changes. Safeguarding is effective. You and the governors have ensured that there is a culture of safeguarding. The safety of the pupils is given the highest priority in the school, with policies and procedures being followed in detail each and every day. You have made sure that arrangements for the care and protection of pupils, families and staff are thorough and working well. Records kept by staff about concerns, referrals and support for pupils are detailed and of high quality. The governor with responsibility for child protection is committed to continuing the rigorous focus on keeping the children safe. You ensure that staff and governors engage in a wide range of safeguarding training, using expertise from within the school, the local authority and also from further afield. This means that staff are up to date in their knowledge of child protection. You have trained and challenged staff so that they understand the risks to pupils of exposure to radical views of life in modern Britain. Staff know how to refer any concerns they might have about an adult harming a child. Pupils reported that they feel safe in school because ‘teachers are always available to help’. The learning mentor is diligent in her work and she ensures that links with other professionals are developed well to enhance pupils’ safety. Pupils know they can speak to her if they have any concerns. She has been proactive in setting up small group activities to support attendance, bereavement and friendship. Pupils know how to keep themselves safe on the internet because they learn about it in assemblies. They report that staff deal with any poor behaviour. The older pupils particularly, in their role as buddies, understand that they also have a responsibility to be good role models.

Rainford CofE Primary School Parent Reviews

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