St Dominic CofE Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
85
AGES
3 - 11
GENDER
Mixed
TYPE
Academy converter
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, ONS
0300 1234 101

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?

Good
NATIONAL AVG. 2.09
Ofsted Inspection
(18/07/2023)
Full Report - All Reports
83%
NATIONAL AVG. 60%
% 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 9% of schools in England) Below Average (About 9% of schools in England) Average (About 67% of schools in England) Above Average (About 6% of schools in England) Well Above Average (About 9% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 9% of schools in England) Average (About 67% of schools in England) Above Average (About 6% of schools in England) Well Above Average (About 8% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 11% of schools in England) Average (About 59% of schools in England) Above Average (About 11% of schools in England) Well Above Average (About 9% of schools in England)
St Dominic
St Dominick
Saltash
PL12 6SU
01579350581

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You took up your post as executive headteacher of St Dominic CofE VA School, which is part of a federation with St Mellion School, in September 2015. You bring to your role experience as the leader of a nearby outstanding teaching school, Sir Robert Geffery’s School, and as a national leader of education. You are very ably supported by the head of schools in the federation who is responsible for the dayto-day running of St Dominic; she also took up her post in September 2015. Together, you work very well as a team and have a clear insight into the school’s strengths and also into the areas that you have rightly identified as needing further work. Consequently, after a period of uncertainty in senior leadership, you have both given the school a renewed and clear strategic direction. For example, the quality of school development planning has improved. It is now closely linked to other key aspects of the school’s work, such as performance management and the improvement of the quality of teaching, learning and assessment. The federation has a single governing body which acts as the local governing body of St Dominic School. Governors are developing their understanding of their roles and responsibilities in providing strategic oversight. Recent changes to the governing body, accompanied by a diocesan review of governance and a skills audit, have increased the capacity of the governing body. For example, governors’ visits to the school are now more focused and linked closely to the priorities in the school’s development plan. Governors are actively considering strengthening the partnership with Sir Robert Geffery’s School as they plan for the future development of the school. Safeguarding is effective. St Dominic is a small school and you and the staff have established a culture of vigilance based on all staff knowing the needs and any vulnerabilities of all pupils very well. Staff are thus well placed to identify quickly any pupil that might be potentially at risk and are able to put into practice the concept of early help enshrined in the government’s latest guidance, ‘Keeping Children Safe in Education’ (September 2016). Governors are also clear about their responsibilities with respect to safeguarding and the nominated safeguarding governor brings expertise as a serving police officer to that role. All staff training is up to date and the single central register of checks on the backgrounds of staff and their suitability to work with children is in good order. Inspection findings Pupils are making good progress in the core subjects of reading, writing and mathematics, and also in science. Effective teaching is promoting this progress. Such teaching is characterised by constructive questioning and good use of the technical vocabulary of the particular subject under consideration. Teachers are precise in their use of language and expect pupils to display the same precision. This helps pupils to develop their knowledge and understanding of key concepts, whatever the subject. In the 2016 national curriculum assessments at key stage 1, undertaken by pupils currently in Year 3, the proportions of pupils reaching the expected standard and working at greater depth were at least equivalent to the national average. Performance in mathematics was particularly strong. These pupils are clearly well prepared to make further progress in key stage 2. In the key stage 2 national curriculum assessments, attainment was below average. Nonetheless, pupils had made good progress from what were low starting points. School leaders are aware, however, that improving attainment at key stage 2, whatever pupils starting points, is a key priority. A particular focus of the inspection was the work of the most able pupils. Their work in English is characterised by extended writing which demonstrates the ability to produce complex sentences, fluent prose, efficient paragraphing and sound punctuation. In mathematics, they can solve problems in a variety of ways, discuss the merits of each one and explain why they have chosen one method in particular. Overall, teaching effectively addresses the needs of these most able pupils and they are making good progress as a result. This includes the most able disadvantaged pupils who work well with their most able peers; in some cases their work demonstrates rapid and sustained progress over time.

St Dominic CofE Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>91, "agree"=>6, "disagree"=>3, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 33 responses up to 21-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>94, "agree"=>6, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 33 responses up to 21-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>85, "agree"=>12, "disagree"=>3, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 33 responses up to 21-07-2023
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>76, "strongly_agree"=>12, "agree"=>3, "disagree"=>3, "strongly_disagree"=>3, "dont_know"=>3} UNLOCK Figures based on 33 responses up to 21-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>79, "agree"=>18, "disagree"=>3, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 33 responses up to 21-07-2023
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>39, "strongly_agree"=>52, "agree"=>6, "disagree"=>0, "strongly_disagree"=>3, "dont_know"=>0} UNLOCK Figures based on 33 responses up to 21-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>63, "agree"=>25, "disagree"=>0, "strongly_disagree"=>13, "dont_know"=>0} UNLOCK Figures based on 10 responses up to 21-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>76, "agree"=>15, "disagree"=>3, "strongly_disagree"=>0, "dont_know"=>6} UNLOCK Figures based on 33 responses up to 21-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>97, "agree"=>0, "disagree"=>3, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 33 responses up to 21-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>85, "agree"=>15, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 33 responses up to 21-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>85, "agree"=>12, "disagree"=>3, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 33 responses up to 21-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>88, "agree"=>9, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>3} UNLOCK Figures based on 33 responses up to 21-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>82, "agree"=>15, "disagree"=>3, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 33 responses up to 21-07-2023
Yes No {"yes"=>97, "no"=>3} UNLOCK Figures based on 33 responses up to 21-07-2023

Responses taken from Ofsted Parent View

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