St Georges CofE (Aided) Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
393
AGES
4 - 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
03000 41 21 21

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
(02/10/2018)
Full Report - All Reports
33%
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)
Chequers Road
Sheerness
ME12 3QU
01795877667

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You have worked with staff, governors and pupils to create a welcoming school where pupils enjoy learning and feel well supported. It is clear that pupils are enthusiastic about coming to school. Attendance has improved and now matches the national average. Staff are committed to the school’s values of ‘care, share, respect, trust and love’. All staff who responded to Ofsted’s questionnaire said that they are proud to work at the school. One parent, speaking for many, said, ‘The pupils’ welfare, safety and quality of education is paramount to the school.’ Your evaluation of the school’s performance is accurate. Development planning focuses on the current priorities for improvement, which are shared with and understood by all staff and governors. Staff are appreciative of their development opportunities, and they acknowledge that you evaluate their work load regularly to ensure that they enjoy a work/life balance. They understand their individual and collective responsibilities to secure further improvements in the school. Since the last inspection of your predecessor school, you have worked hard to improve all aspects of provision. You and your senior leadership team are keen to ensure that pupils value their school experience. Pupils benefit from interesting and well-planned learning opportunities across a range of subjects. The curriculum has been redesigned and enriched by a wide range of visits, visitors and after-school activities. Pupils spoke with great appreciation of the after-school clubs and the forest school opportunities. You have placed language development at the heart of the curriculum and have created links between subjects through the study of highquality children’s texts. The school is proud to have achieved national quality standards for the academic achievements of pupils who have special educational needs (SEN) and/or disabilities as well as for their achievements in the arts. Governors work well with senior leaders and provide support and challenge on aspects of improvement. Alongside the leaders, governors are working hard to ensure that parents fully appreciate the school’s work and the benefits for their children. Governors have a good understanding of the school’s strengths and areas for development. They visit regularly, have specific responsibilities and, as a result, they know the school well. Governors keep their knowledge and skills up to date through regular training. They use their wide range of skills to keep a watch on pupils’ progress and well-being. Areas for improvement identified in the last inspection of the predecessor school have been mostly tackled effectively. The proportions of pupils attaining the expected standards in reading, writing and mathematics were well above the national averages at the end of key stage 2 in 2018, and they show a three-year upward trend. Pupils’ achievement continues to improve because you have improved the quality of the curriculum and are committed to high-quality teaching. However, there is still some teaching that is not consistently good, which means pupils do not make the progress that they could. For example, while improving, the most able pupils do not consistently make strong progress in mathematics during key stage 1. Early years provision gives children a good start to their education. Children learn in well-resourced classrooms and outdoor areas. They are interested in their learning because they are provided with imaginative and stimulating activities that are well matched to their needs. By the end of Reception, an aboveaverage proportion of children achieve a good level of development. Safeguarding is effective. The leadership team has ensured that all safeguarding arrangements are fit for purpose. Pupils feel safe and are safe in your school. Pupils told me that teachers look after them well and that there is always an adult that they can go to for help on the playground. Pupils said that bullying is rare, but if it does happen, they have confidence that staff will help them resolve any issues. Parents said that their children are well looked after while they are at school. You have a thorough approach to safeguarding, and you train staff effectively. When you need to act to support pupils, you do so quickly and persevere with external agencies so that pupils get the support required. There is a strong culture of safeguarding because you give pupils’ safety high priority. All staff use every opportunity to teach pupils about the importance of staying safe. The ‘keeping safe’ elements of the curriculum are comprehensive and include: e-safety training; cycling and water proficiency; and health champions. Parents recognise the efforts you make to provide a welcoming and inclusive environment for all pupils, including those who have SEN and/or disabilities.

St Georges CofE (Aided) Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>86, "agree"=>12, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 42 responses up to 08-02-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>76, "agree"=>19, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>2} UNLOCK Figures based on 42 responses up to 08-02-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>67, "agree"=>29, "disagree"=>5, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 42 responses up to 08-02-2024
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>76, "strongly_agree"=>5, "agree"=>7, "disagree"=>12, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 42 responses up to 08-02-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>69, "agree"=>29, "disagree"=>0, "strongly_disagree"=>2, "dont_know"=>0} UNLOCK Figures based on 42 responses up to 08-02-2024
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>29, "strongly_agree"=>50, "agree"=>10, "disagree"=>2, "strongly_disagree"=>5, "dont_know"=>5} UNLOCK Figures based on 42 responses up to 08-02-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>75, "agree"=>8, "disagree"=>17, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 12 responses up to 08-02-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>64, "agree"=>19, "disagree"=>5, "strongly_disagree"=>2, "dont_know"=>10} UNLOCK Figures based on 42 responses up to 08-02-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>79, "agree"=>19, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 42 responses up to 08-02-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>67, "agree"=>31, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>2} UNLOCK Figures based on 42 responses up to 08-02-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>69, "agree"=>29, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>2} UNLOCK Figures based on 42 responses up to 08-02-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>67, "agree"=>21, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>10} UNLOCK Figures based on 42 responses up to 08-02-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>62, "agree"=>21, "disagree"=>10, "strongly_disagree"=>2, "dont_know"=>5} UNLOCK Figures based on 42 responses up to 08-02-2024
Yes No {"yes"=>95, "no"=>5} UNLOCK Figures based on 42 responses up to 08-02-2024

Responses taken from Ofsted Parent View

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