St Andrew's CofE Voluntary Aided Primary School
Catchment Area, Reviews and Key Information

4 - 11
Voluntary aided school

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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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)
The Green
N20 8NX

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You and the school leadership, including governors, know the school well and have a clear understanding of what needs to be improved. You have invested in a programme of professional development for teachers, particularly those in the early stages of their career. You are clear in your expectations for strong classroom practice, and have successfully tackled historically weak teaching. As a result, teaching has improved and staff morale is high. One of the strengths of the school is the behaviour of the pupils. They demonstrate the Christian ethos and values of respect and courage that underpin the work of the school. Older pupils are positive role models for the younger children. They play well together in a very limited space. Consequently, incidents of negative behaviour are rare. Pupils say ‘bullying doesn’t happen here’. They are rightly proud to attend St Andrew’s School. The areas for development identified at the previous inspection have been mainly addressed. Teachers target questions that challenge pupils to do their best, because they use assessment information accurately. Pupils’ progress by the end of Year 6 in 2016 was strong, especially in reading and mathematics. This was the case for the most able pupils, disadvantaged pupils and the most able disadvantaged. Leaders rightly identify that outcomes have been less successful in writing for the most able pupils, particularly in key stage 1. Leaders are already taking effective action to raise standards in writing so that they are similar to those in reading and mathematics. Teachers’ timely guidance to accelerate pupils’ progress in writing has had a positive impact. Work seen in lessons and in books shows that pupils are developing their writing skills well. The school’s own assessment information suggests that writing remains less strong than reading and mathematics, but it is improving. As a result, the differences between the subjects are diminishing, particularly in key stage 1. You have an outward-looking vision for the school, and leaders have developed effective links with other schools. This partnership work enables leaders to benchmark pupils’ achievements and build teacher confidence in knowing how to challenge pupils’ learning even further. The middle leaders are relatively new to their roles. They are enthusiastic and passionate about their subjects and can talk about the impact they have had already on improving pupils’ progress, particularly in writing across the curriculum. They understand school performance information and use this to identify appropriate actions to support staff. Senior leaders give middle leaders the right support to continue to develop their roles and further increase their impact on raising pupils’ standards. Safeguarding is effective. The safety of pupils and staff is paramount. Due to the unusual placing of the school’s perimeter fencing, leaders, including governors, are extra vigilant in ensuring that the security of the school is effective. The system of supervising the play space means that security in and around the school is robust. Records show governors are relentless in trying to resolve the current situation. Parents are confident that their children are safe in school. The leadership team has ensured that all safeguarding arrangements are fit for purpose and records are detailed and of high quality. Leaders’ procedures for vetting staff are robust. Training to meet recent government guidelines are up to date. This includes ensuring that staff understand about female genital mutilation and can identify signs that pupils may be at risk of radicalisation. Staff understand the procedure for raising concerns, and leaders are tenacious in chasing responses from outside agencies if information exchange is too slow. Pupils talk confidently about how to assess risks when they are online and have regular updates in lessons. Consequently, pupils have a good understanding of the wider implications of sharing personal information. The strong relationships between staff and pupils means that pupils adhere to the safeguarding procedures regarding the security of the building. They appreciate the adult supervision at playtimes and know they can go to staff if they have concerns.

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
020 8359 2000

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.

St Andrew's CofE Voluntary Aided Primary School Reviews

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