St John the Baptist Church of England Voluntary Controlled Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
321
AGES
2 - 11
GENDER
Mixed
TYPE
Voluntary controlled school
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
01642 526605

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
(14/11/2023)
Full Report - All Reports
31%
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 John's Way
Ragworth
Stockton-on-Tees
TS19 0FB
01642607123

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You lead by example and have ensured that the school’s motto of ‘everyone different: everyone loved’ permeates the work of the school. You are dedicated to your pupils and to ensuring that the school is a haven of safety and security for them. Your strong Christian values are the hallmark of your school and they ensure that a warm welcome is extended to all who visit. You manage expertly two enhanced-provision classes on behalf of the local authority, for pupils who have additional and complex special educational needs. You are ably supported by your senior leaders, who share your commitment and dedication to the pupils and their families. Strong pastoral care is given high priority. It is an important aspect of the school’s work and one that you recognise is essential to pupils’ emotional and physical wellbeing. All staff share your deep commitment to making pupils feel that they are cared for. This strongly supports pupils’ highly positive and respectful attitudes to their learning and to each other and has ensured that pupils’ behaviour remains good. The pupils I talked to during the inspection were unanimous in their positive feelings of safety and security. As one pupil said: ‘It’s like one big family here.’ This unfailing commitment to inclusion is the bedrock of your vision for nurturing pupils to be successful, well-rounded individuals ready for the next stage in their learning and development. Since the last inspection, you have maintained your focus on continuous improvement in all aspects of the school’s work. You have sought new partnerships as a means of sharing good practice and improving pupils’ achievements. Your partnership with the local authority and your involvement in its ‘raising achievement partnerships’ are integral to your school improvement planning. Such work has ensured that the quality of teaching and learning remains good. Your school improvement plan is a detailed document that identifies the right priorities for improvement. Accurate assessment arrangements and your precise analysis of pupils’ assessment information mean that you have a very clear understanding of what needs to improve further. For example, you know that pupils’ attainment in reading needs to improve further and you are well on your way to achieving this. Regular ‘pupil progress’ meetings with staff ensure that any pupils who may be falling behind in their learning are quickly identified and supported to catch up. As a result, even though pupils’ attainment is below the national average, pupils make good progress from their often low starting points. Over the course of this school year, you have completed a staffing restructure to create a ‘middle tier’ of leadership. This is to support you in your efforts to raise pupils’ achievement further. Recently appointed middle leaders are enthusiastic in their role and are keen to play an integral part in raising pupils’ achievement further. However, it is too early to gauge their effectiveness. We agreed that they need training and support to fulfil their roles effectively. Governors are highly skilled and committed to the school. They give generously of their time to ensure that pupils are well cared for and are making good progress. There is a comprehensive induction programme for new governors to ensure that they quickly assume their strategic role. Governors have a very clear understanding of the school’s priorities for improvement, because of their very detailed monitoring programme and their close working relationship with you and other leaders. As a result, governors play a full and active role in the school and offer you appropriate levels of support and challenge to ensure continuous improvement. Safeguarding is effective. Leaders, including governors, are vigilant in their work to keep pupils safe and give the very highest priority to ensuring that safeguarding arrangements are fit for purpose. All staff receive regular training to ensure that they are up-to-date with the latest government guidelines. You have established strong systems for staff to report any concerns, and this extends to any visitors to the school. Records of incidents and concerns are detailed and there is a clear chronology of actions taken. Referrals to outside agencies are made in a timely manner to ensure that pupils and their families get the support they need, when they need it. Inspection findings Since the last inspection, pupils’ progress in reading fell into the bottom 20% of schools nationally. Although there were notable improvements in 2017, I wanted to check the actions you have taken to improve the quality of teaching in reading and to accelerate pupils’ progress. It is clear from the many displays in classrooms and around the school that you have prioritised raising the profile of reading within the school successfully. You have worked hard to encourage pupils to read for pleasure and to read more regularly at home. The ‘pupil reading champions’ are selected from key stage 2 classes and promote reading at breaktime. Significant investment in purchasing books for your new library and rewards for pupils for being ‘good’ readers are demonstrative of your commitment to promote pupils’ love of reading. It is heartening that so many pupils were demonstrating positive attitudes to the books they were reading during the inspection. At the same time, you have organised a significant range of staff training to improve the teaching of reading comprehension. All classes display your ‘reading rules’, which identify the important skills needed to read accurately for meaning. This is creating a common language for all pupils and is giving them a deeper understanding of what is expected of them. You are currently trialling approaches to the teaching of writing that start with reviewing quality texts. In addition, you are trialling computer software and whole-class weekly comprehension lessons. Your actions are leading to improved outcomes for pupils currently in the school, which are above those seen in 2017. However, we agreed that there is a need to embed pupils’ higher-order reading skills further. We discussed undertaking a detailed evaluation of your ‘pilot’ programmes and completing a review of reading promotion across the wider curriculum, which will enable you to develop a clear approach to the teaching of reading, moving forward. You have strengthened your approach to the teaching of phonics, which has led to a three-year improvement in pupils’ outcomes in the national Year 1 phonics screening check. While this is highly positive, our review of phonics teaching reflected some minor inconsistencies. This is attributable, in some degree, to operating three different phonics approaches in different year groups. You have already acted to resolve this. A further focus for the inspection was to review the impact of the school’s pupil premium funding. I found that disadvantaged pupils across the school are making good progress from their starting points, equal to that of their peers. When this is occasionally not the case, it is attributable to pupils’ additional needs. Our shared review of your pupil premium strategy highlighted the lack of measurable targets against which you can evaluate your spending accurately. You immediately sought to improve the quality of your documentation. I also wanted to check girls’ achievement. Historical assessment information identified a marked decline in girls’ outcomes compared with that of boys. I found that you had already identified this as a priority for improvement. Throughout the school year, your regular pupil progress meetings have focused on girls’ progress to ensure that any decline in progress is quickly picked up and additional support and intervention provided. Consequently, any differences between girls’ and boys’ achievement can be linked to pupils’ individual and additional learning needs. My final line of enquiry was to review pupils’ attendance. This is because in recent years attendance has fallen and in 2017 was below the national average.

St John the Baptist Church of England Voluntary Controlled Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>79, "agree"=>14, "disagree"=>3, "strongly_disagree"=>0, "dont_know"=>3} UNLOCK Figures based on 58 responses up to 16-11-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>78, "agree"=>21, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 58 responses up to 16-11-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>62, "agree"=>29, "disagree"=>3, "strongly_disagree"=>2, "dont_know"=>3} UNLOCK Figures based on 58 responses up to 16-11-2023
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>62, "strongly_agree"=>14, "agree"=>16, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>7} UNLOCK Figures based on 58 responses up to 16-11-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>76, "agree"=>19, "disagree"=>3, "strongly_disagree"=>0, "dont_know"=>2} UNLOCK Figures based on 58 responses up to 16-11-2023
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>22, "strongly_agree"=>53, "agree"=>19, "disagree"=>5, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 58 responses up to 16-11-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>64, "agree"=>28, "disagree"=>4, "strongly_disagree"=>4, "dont_know"=>0} UNLOCK Figures based on 25 responses up to 16-11-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>66, "agree"=>29, "disagree"=>3, "strongly_disagree"=>0, "dont_know"=>2} UNLOCK Figures based on 58 responses up to 16-11-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>76, "agree"=>21, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>2} UNLOCK Figures based on 58 responses up to 16-11-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>74, "agree"=>17, "disagree"=>5, "strongly_disagree"=>0, "dont_know"=>3} UNLOCK Figures based on 58 responses up to 16-11-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>79, "agree"=>21, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 58 responses up to 16-11-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>71, "agree"=>22, "disagree"=>5, "strongly_disagree"=>0, "dont_know"=>2} UNLOCK Figures based on 58 responses up to 16-11-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>76, "agree"=>21, "disagree"=>2, "strongly_disagree"=>2, "dont_know"=>0} UNLOCK Figures based on 58 responses up to 16-11-2023
Yes No {"yes"=>97, "no"=>3} UNLOCK Figures based on 58 responses up to 16-11-2023

Responses taken from Ofsted Parent View

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