St John the Baptist RC Primary School, a Voluntary Academy
Catchment Area, Reviews and Key Information

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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 123 6707

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?

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 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)
Thames Avenue
BB10 2PZ

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You, alongside your deputy headteacher, have created a school where pupils can shine. ‘With Christ by our side, we do our best in all things’ is your mantra. Pupils embrace the opportunities you provide for them. These include having the responsibility to be a ‘lead chaplain’, a ‘mini-vinnie’ and a Year 6 ‘buddy’. Pupils and staff are able to thrive in a welcoming and supportive Christian community. Pupils with whom I spoke describe their school as a ‘friendly’ place to be. Leaders and staff are enthusiastic and committed. The high-quality pastoral support that they provide for pupils is a strength of the school. This means that parents and carers are confident that their children are well cared for. Since your appointment, governors have provided you with support and challenge in equal measure. They are committed to securing the best outcomes for pupils and they do so by asking pertinent questions of leaders. Governors maintain active roles within the school community. This means that they make a positive and whole-hearted contribution to the academic and spiritual development of pupils. You have a precise, accurate and detailed view of the school. You do not shy away from tackling aspects of the school that require further development. You set about these with tenacity and determination. Since the previous inspection, you have worked to improve the use of teaching assistants in the classroom. You have changed the way in which teaching assistants are working with groups of pupils. This allows you to capitalise on teaching assistants’ individual strengths. You have improved communication between teachers and teaching assistants through effective staff training. Their conversations focus upon improving the progress made by pupils. This ensures that teaching assistants are clear about their role in the classroom. Our observations showed that teaching assistants use effective questions and re-shape their explanations to pupils. As a result, they are now supporting pupils more effectively and so pupils are making better progress. At the last inspection, inspectors asked you to improve the level of challenge, particularly for the most able pupils. This is something you and your leadership team have addressed. You have made changes to the way you check on teaching. Your systems have more rigour and you focus on how successfully teachers are challenging pupils. As a result, pupils are making better progress. This is particularly evident in pupils’ writing. For example, in Year 2, teachers challenge pupils to develop their writing further using adverbs. Pupils go on to do so with success. The most able pupils are making better progress in their reading, writing and in mathematics. Nonetheless, you acknowledge that teachers need to raise further their expectations of what all pupils are capable of, particularly in mathematics at key stage 2. Safeguarding is effective. You have made safeguarding everyone’s number one priority. In doing so, you have created a vigilant community. The leadership team has ensured that all safeguarding arrangements are fit for purpose. Leaders and governors are meticulous in ensuring that the system is robust to check that adults are suitable to work with children. Staff and governors receive regular training on safeguarding. This training is up to date. All staff are quick to spot signs of potential concern and then follow safeguarding procedures. Pupils feel confident that they are able to talk to an adult in school if they are worried about anything. They have a good understanding of how to keep themselves safe in different situations, including online. Although bullying is rare, pupils are certain that staff will deal with any incidents of bullying effectively. Your records of work with external agencies are detailed and well ordered. You liaise well with these agencies to ensure that pupils and their families receive the guidance and support they need. Inspection findings A key focus of the inspection was to investigate how you have addressed the attendance of disadvantaged pupils and the attendance of those pupils who have special educational needs (SEN) and/or disabilities. This is because in the past, the attendance of these pupils was below the national average. Your systems to ensure that pupils and children attend school are now strong. You monitor pupils’ attendance closely. You put in place help and support for families who struggle to get their children to school. For example, you support families to get help from external agencies when they need it. As a result, pupils are rarely absent from school. The attendance of disadvantaged pupils and those pupils who have SEN and/or disabilities is improving. Another focus of the inspection was the progress made by disadvantaged pupils. You acknowledge that in the past, disadvantaged pupils have made less progress than other pupils in the school. You have worked hard to ensure that teachers and teaching assistants are aware of pupils’ needs. Teachers know pupils and their families well. Your assessment system allows teachers to monitor carefully the progress of all pupils, including that of disadvantaged pupils. If pupils are not making the progress they should, staff provide them with appropriate help and support. This allows pupils to catch up. Teachers have the same expectations of all pupils, including disadvantaged pupils. The supportive relationships between staff and pupils in school mean that pupils are able to get help if they are finding their work difficult. Teachers support and encourage pupils to attempt more demanding activities. However, because teachers’ expectations are not always as high as they might be, occasionally pupils complete too many examples before they are challenged with more complex tasks. You have put a number of strategies in place to help all pupils, including disadvantaged pupils, who are at risk of falling behind. For example, you have introduced ‘the beehive’, an area in school where pupils can access carefully tailored programmes of support. Strong links between staff ensure that pupils in ‘the beehive’ make good progress. The provision of a number of workshops for parents and carers is allowing more parents to support their children with their learning at home. The progress made by disadvantaged pupils is improving but still has some way to go to match that of other pupils. Leaders need to evaluate more carefully which teaching and learning strategies are most effective. This will allow them to refine their approach in using additional funding, focusing more on what works best and thus ensuring that disadvantaged pupils make even better progress. Next steps for the school Leaders and those responsible for governance should ensure that: teachers raise further their expectations of what all pupils are capable of, particularly in mathematics at key stage 2 leaders review and refine their approach to their spending of pupil premium funding to ensure that it is spent on those strategies which are the most effective.

St John the Baptist RC Primary School, a Voluntary Academy Parent Reviews

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