St James' CofE 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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Per month

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)
Vicarage Road

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. The previous headteacher left the school in August 2017. Since then you have undertaken the role of acting headteacher. You know the school because you have worked there for some time. You have used your knowledge to help you to sharpen the school’s drive for improvement. The governors established a new senior leadership team comprising you, two acting assistant headteachers and the coordinator for provision for pupils who have special educational needs and/or disabilities. This team has the total confidence of the staff and the wider school community. This period of change has been characterised by a strong sense of team work. In recent years, pupils’ outcomes have generally been in line with or above those seen nationally. Attainment in the younger years has been impressive. In both 2016 and 2017, the proportion of children who left Reception having attained a good level of development was above average. The proportion of pupils who have met the expected standard in the Year 1 phonics screening check has also been high, and in 2017 all pupils met the standard. Pupils’ progress in key stage 2 has been broadly average. However, in 2017 pupils left Year 6 having made progress in mathematics which was significantly below that seen nationally. In English and mathematics, the small number of disadvantaged pupils have made progress in line with that of their peers, and inspection evidence showed that this continues to be the case. You are well aware that there has sometimes been a gap between the achievement of boys and girls in one or more aspects of the curriculum and have taken steps to address this. You emphasise that you and all the staff are also learners. You prioritise staff training and show an openness to good ideas from outside the school. Other staff, such as subject leaders, are eager to play their part in the further improvement of the school. Parents told me that you respond well to any concerns that they raise. Pupils are aware of how they can contribute, through the school council, to the improvement of the school. During the inspection, senior leaders skilfully identified the strengths and weaknesses in teaching. Your clear direction for the school, your measured approach and your willingness to listen have contributed to a very strong sense of community in St James’ CofE Primary School. There is a real warmth to the school, and a total commitment to inclusion and willingness to tackle any signs of discrimination. You use some of the pupil premium funding, for example, to make absolutely sure that pupils’ particular circumstances are no barrier to participation in trips or after-school clubs. You and the governors live by the school’s Christian values and understand well that these include respect for those of different cultures and beliefs. All pupils have the opportunity to visit places where those of other faiths worship. The school’s buddy scheme provides a striking example of the school’s culture. Year 6 pupils help younger children to settle into the Reception class. Staff take photographs of the older pupil with them when they visit children’s homes so that the children will recognise their buddies on their first day. Staff, pupils and parents all told me how effective the scheme was, not only in helping the younger children but also in developing the skills of the pupils in Year 6 and their ability to understand other children’s feelings. Teachers are well aware of the differing starting points of pupils in their classes and set work accordingly. Pupils told me that work is suitably challenging, and that they enjoy this. Good questioning helps to deepen pupils’ understanding and enables teachers to judge how well pupils are learning. Lessons proceed at a good pace. During the inspection, pupils of all ages were willing and able to explain their ideas orally, at length. Safeguarding is effective. The school has a strong culture of safeguarding. Staff know pupils very well. They use that knowledge to ensure that pupils are safe. Leaders work effectively with parents and other agencies to look after those pupils whose circumstances make them potentially vulnerable. They are persistent, and tailor their support sensitively and effectively to the needs and circumstances of individual pupils. The school’s policies and procedures comply with the most recent legislation. You update the staff regularly on safeguarding matters. You and your governors are aware of local risks, such as those posed by the River Wye, and have acted accordingly.

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
01432 260926 (primary) 01432 260925 (secondary)

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 James' CofE Primary School Reviews

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