St John's CofE Primary School
Catchment Area, Reviews and Key Information

School Guide Rating

Swan Lane
N20 0PL
3 - 11
Voluntary aided school
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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School Description

You and your leadership team have maintained the good quality of education in the school since the last inspection. Since your appointment in September 2015 the school has been through a period of significant change. A review of governance led to some changes in membership. Alongside your leadership, this new structure has been instrumental in securing rapid school development, including an effective financial recovery programme together with improvements to teaching and learning. The school has successfully dealt with the areas for improvement from the previous inspection. Provisional results for 2016 suggest that the number of children achieving a good level of development by the end of their Reception Year was well above the national average. The proportion of pupils who reached the expected standard in the Year 1 phonics screening check is above average and improving. The progress of pupils in reading and mathematics is swift across key stage 2. Provisional assessment results in 2016 suggest that Year 6 pupils’ progress in writing was not as consistently brisk. You are rightly ambitious to increase rates of progress in writing for the most able pupils, including the most able disadvantaged pupils, and boys. You and the leadership team quickly set out high aspirations for teaching and learning. Following a well-managed period of consultation, you have relaunched the school’s mission statement and reorganised staffing arrangements. As a result, staff morale is high. Staff are committed to the vision of high expectations for pupils’ outcomes. Parents and carers support the changes you have made and can see how these are improving their children’s experiences at school. Your prompt actions put in place a new reading programme that has resulted in improvements in reading progress across the school. Leaders recognised that resources needed enhancement to engage the interest of boys. Pupils now access quality texts in a well-stocked library and their enjoyment of reading has increased. Well-planned guided reading lessons help most pupils develop the skills they need to improve their writing. Consequently, the progress of boys currently at the school in reading and writing is improving and differences between the performance of boys and girls are reducing rapidly. Pupils have a wide variety of opportunities to write for real purposes and deepen their understanding of high-quality writing strategies. For example, pupil learning ambassadors wrote detailed letters outlining the features of outstanding learning. You now draw upon pupils’ suggestions to improve the quality of teaching, learning and assessment further. Good use of pupil premium funding means that well-deployed and skilled teaching assistants support pupils’ learning effectively. Teachers know how well different groups of pupils achieve. They are clear how they are meeting the needs of different groups of pupils. As a result, disadvantaged pupils, including the most able, make better progress than previously in reading and writing across the school. Teachers’ feedback provides challenge and helpful comments to improve pupils’ work. Pupils demonstrate the school’s ethos of developing resilience in their responses by completing challenges set by staff. Members of the middle leadership team are developing their role in driving improvements to pupils’ outcomes. You and the deputy headteacher support them well. While they demonstrate good capacity, you agreed that they still need time to embed their work and improve teaching and learning further in their areas of responsibility. Governors have successfully rallied together in a period of rapid change to keep the strategic direction of the school on course. A thorough review of governance enabled governors to enhance the skills of the whole governing body and hold school leaders to account effectively. They have also been able to offer vigorous challenge because they have a very good knowledge of the school’s performance. They support the school’s leadership team when making difficult decisions, including during the recent staffing restructure. Governors regularly seek parents’ views through regular ‘drop in sessions’. They have managed parents’ expectations well throughout the changes introduced since the last inspection. Parents are very supportive of the school. They appreciate the changes to improve the school’s security and know that leaders work hard to keep their children safe and secure. They get regular information about how well their children make progress at school. Parents say that their children enjoy coming to school and talk about their learning enthusiastically.

St John's CofE Primary School Catchment Area Map

This pupil heat map shows where pupils currently attending the school live.

Enter a postcode to see where you live on the map
heatmap example
All attending pupils
National School Census Data 2020
Pupil heat map key

How many pupils attending the school live in the area?


The concentration of pupils shows likelihood of admission based on distance criteria

020 8359 2000

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.

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