Roehampton CofE Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
194
AGES
3 - 11
GENDER
Mixed
TYPE
Voluntary aided 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 2021, ONS
0208871 7316

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
(7/11/17)
Full Report - All Reports
63%
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

245 Roehampton Lane
London
SW15 4AA
02087888650

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You have developed a strong and effective leadership team, which shares your aspirations for the school. Your senior and middle leaders work collaboratively to bring about school improvement. Staff in the school know individual pupils and families well and are committed to continual development. Parents are very positive about the school and greatly value the support and care that their children receive. Pupils are equally proud and happy to attend this school. They highlighted all the opportunities they had to be of service to others as a distinctive feature of this school. Pupils’ behaviour is good in classrooms and in the playgrounds. Relationships between teachers and pupils are positive and mutual respect is equally evident. Since the previous inspection, you commissioned an independent review of governance in order for governors to be more effective. Governors now provide a good balance of challenge and support to you. They know the school well and track the progress of individual classes and groups of pupils. Governors are also ambitious for the whole school community to further develop the wider curriculum. In the school’s previous inspection report, it was reported that the quality of teaching was not consistent. You have worked tirelessly to improve teaching. You have used a combination of coaching, mentoring and training and development to improve teachers’ practice. Monitoring of lessons is rigorous and teachers are being well supported. However, you do recognise that further work is still needed to develop staff’s effectiveness in the teaching of reading and comprehension skills to key stage 2 pupils. The school is inclusive and successfully promotes pupils’ spiritual, moral, social and cultural development. Parents talked positively about your efforts to develop community spirit within the school. Safeguarding is effective. The leadership team has ensured that all safeguarding records are fit for purpose. Records are well maintained and of high quality. The single central record of recruitment checks and arrangements for ensuring that staff are suitable to work with children meet statutory requirements. As designated safeguarding lead, you have made sure that your training, as well as training for staff, is up to date. Governors check safeguarding arrangements regularly. Referrals to the local authority and other agencies to report safeguarding concerns are closely monitored. The safeguarding team is experienced and knows the context of this school. Pupils said that they feel safe in school and their parents confirm this. They also reported that bullying is rare and that they have confidence that adults will quickly deal with any incidents of bullying that may arise. They know who to talk to to help them sort out any problems or worries they may have. Pupils know how to keep themselves safe when using the internet. They were confident in talking about the rules they had learned in school about online safety. Inspection findings At the start of the inspection, we agreed to examine the provision for disadvantaged pupils in the early years. The classrooms we visited are well set out and are appropriate for young children. However, opportunities for children’s physical development in the outside area are limited. We saw a lively mathematics session in the Nursery Year where children were combining music and counting on their fingers. In the Reception Year, children were learning about Judaism and its links to Christianity. The school’s information showing the current attainment and progress of disadvantaged children in the early years shows that this group is doing better than the rest of the children. Teachers keep high-quality records in the early years. They use them effectively to plan the next steps for children to learn. The outcomes for reading and writing show that disadvantaged children are making rapid progress. Next we looked at attainment in mathematics for key stage 1 pupils who had below-average skills in mathematics and those who have special educational needs and/or disabilities. Staff know their pupils well and have a detailed knowledge and understanding of their needs and abilities. This ensures that pupils receive effective support so that they achieve well. We then agreed to look at reading standards in key stage 2. This is because attainment in reading has been below the national average for the last two years.

Roehampton CofE Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree 58% Agree 42% Disagree 0% Strongly Disagree 0% Don't Know 0% {"strongly_agree"=>58, "agree"=>42, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} Figures based on 12 responses up to 05-12-2018
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Figures based on 12 responses up to 05-12-2018

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Figures based on 12 responses up to 05-12-2018

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Figures based on 12 responses up to 05-12-2018

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Figures based on 12 responses up to 05-12-2018

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Figures based on 12 responses up to 05-12-2018

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Figures based on 12 responses up to 05-12-2018

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Figures based on 12 responses up to 05-12-2018

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Figures based on 12 responses up to 05-12-2018

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Figures based on 12 responses up to 05-12-2018

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Figures based on 12 responses up to 05-12-2018

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Figures based on 12 responses up to 05-12-2018

Responses taken from Ofsted Parent View

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