St James' Church of England Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
159
AGES
4 - 11
GENDER
Mixed
TYPE
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SCHOOL GUIDE RATING
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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
NATIONAL AVG. 2.08
Ofsted Inspection
(21/2/17)
Full Report - All Reports
68%
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

Lyme Street
Haydock
St Helens
WA11 0NL
01744678545

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. Since your appointment in 2015, you have very quickly and accurately evaluated the quality of education that the school provides. You have a secure understanding of the strengths of the school and those areas that require further development. Governors rightly have every confidence in your work because, under your guidance, they have appointed new leaders who know how to make a positive difference to teaching and learning. There are clear examples of how you have already addressed some underperformance in reading and pupils across the school now make good progress. This is because the action plans that you create are sharp, focused and timely. Added to this, you are not afraid to take difficult decisions to ensure that the school continues to improve. Without doubt, the standards that pupils achieve continue to be good and the progress that disadvantaged pupils make is very good across the range of subjects they study. To achieve these improvements, staff and parents clearly understand your mission and vision. During the inspection, parents spoke of how you have ‘turned the school around’ and that it is now ‘a happy place to learn’. This is because you are adamant that St James’ Church of England Primary School must be a fully inclusive learning community where all staff know and value every individual so that they can succeed. Your strong belief that each pupil must be nurtured shines through. The Christian ethos is at the heart of the school. Displays around the corridors and in classrooms help pupils to understand the importance of friendship, peace and forgiveness. Your mission to ‘learn, laugh and live with the love of God’ underpins all of your work. One way in which the importance of friendship, peace and forgiveness can be seen is through your actions to improve behaviour. During the inspection, a small minority of parents were concerned about bullying and the behaviour of pupils over the past few years. When you took up your post as headteacher, you recognised that behaviour was not as good as it should be and that there was a small amount of bullying in the school. You have successfully addressed this by revising your behaviour policy and by ensuring that staff impose appropriate sanctions on any pupils who do not meet your very high standards. It is clear that your work to improve this is now paying dividends because pupils feel safe and they say behaviour is good. During the inspection, pupils were courteous towards one another and they collaborated well. Indeed, relationships are a strength. However, you accept that where learning is not yet challenging enough, a very small minority of pupils can engage in low-level disruption. You will not tolerate this. To promote strong behaviour for learning you have rightly found inspirational ways to foster a love of learning in pupils. All around the school are striking examples of the high-quality work that pupils produce and displays are a real celebration of pupils’ achievements. The learning environment is both lively and vibrant. It is clear that you and your staff have extremely high aspirations for each pupil. The St James’ University, for example, is a well-attended after-school provision which supports pupils’ academic and social development. Your pupils talk passionately about this initiative. They also appreciate the breakfast booster sessions which help them to keep up and catch up. One clear example of how you have helped pupils to catch up is in their writing. At the last inspection, leaders were asked to raise pupils’ attainment in writing by the end of key stage 2. You have successfully achieved this. Outcomes in writing are now very good overall and, notably, disadvantaged pupils make strong progress in their writing. You continue to sharpen your systems for monitoring the quality of writing across the school and the information you have is used effectively to drive further improvements. In addition, you recognise the ongoing need to inspire pupils to write with precision and you rightly use the wider curriculum to do this. Pupils very much enjoy the curriculum that you offer and they say that your teachers help them to know what to do to improve. You achieve this because you set clear targets for all pupils so that they know and understand the next stage in their learning. As well as writing, at the last inspection you were asked to improve pupils’ handwriting, punctuation and spelling. This has also been achieved. Pupils’ work shows that handwriting is securely good because it is well developed from the early years through to key stage 2. You ensure that there are high expectations of the standard of handwriting that is acceptable. Teachers and pupils understand this. Every day, pupils engage in daily handwriting practice. Spelling and punctuation have also improved significantly. There is dedicated time to teach spelling, punctuation and grammar and staff provide timely intervention if pupils fall behind, for example by revisiting phonics. Now, pupils achieve similar standards in spelling, punctuation and grammar to other pupils nationally. Safeguarding is effective. Safeguarding is a key strength of your work and pastoral support is strong. The leadership team ensures that all safeguarding arrangements are appropriate and records are detailed and of high quality. You ensure that staff training is regular and that all policies and procedures are up to date. You, and your governors, regularly review the site to ensure that it remains safe. Following this review, you evaluate the quality and robustness of your risk assessments. Your work to ensure that vulnerable pupils are safe is also excellent. You routinely track the attendance of potentially vulnerable pupils with even more rigour to ensure that they are not at risk. Your work to teach pupils about online safety weaves throughout the curriculum and is supplemented with themed learning days. Inspection findings During the inspection, I initially looked at why standards in reading declined in 2016 at the end of key stage 2. It is clear that you and your team have already taken effective action to arrest this decline. Together with your assistant headteacher, you have evaluated the teaching of reading across the curriculum and you have implemented excellent improvement plans which are already improving provision. Guided reading sessions have been restructured to ensure that teachers plan sessions that meet pupils’ needs. There is now suitable challenge for the most able pupils to develop their reading skills. Teachers also give pupils plentiful opportunities to decode unfamiliar texts and they clearly record pupils’ progress in their reading journals. You have also addressed the quality of pupils’ homework and pupils now have to read frequently at home and undertake a range of comprehension activities. Rightly, you recognise the need to continue to embed this good work. The second focus of the inspection was concerned with the actions that leaders have taken to improve mathematics at the end of key stage 1, so that more pupils achieve the expected standard. Again, you had already recognised this as an area for improvement. You know that teachers need to plan more opportunities for pupils to develop their problem-solving and reasoning skills. For this reason, staff, including teaching assistants, have undertaken additional training to ensure that pupils’ learning and progress in mathematics in key stage 1 improves. Work scrutiny shows that pupils are now making good progress in Years 1 and 2 in mathematics. Your assessment system also allows teachers to recognise where pupils need additional support and intervention. This is timely and helps pupils to understand misconceptions. You do recognise, however, that some pupils can achieve more. For example, during mathematics lessons that we jointly observed some pupils finished their work quickly because it was too easy and the challenge activity that they moved on to did not appropriately extend their learning. You have a clear strategy to address this. It is worth noting that pupils catch up and achieve well in mathematics by the end of key stage 2.

St James' Church of England Primary School Parent Reviews



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