St Laurence CofE Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
214
AGES
3 - 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
0345 678 9008

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
(12/06/2018)
Full Report - All Reports
70%
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)
Jockeyfield
Ludlow
SY8 1TP
01584872766

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You and your senior leaders are ambitious for the school. You demonstrate a drive and determination to continually improve towards outstanding. You and your team regularly reflect on teaching and learning and outcomes for pupils to see what you can do better. Your self-evaluation of the school is critical and forward thinking. You provide a curriculum that enriches the lives of pupils and which is underpinned by the school’s strong values, a Christian ethos and high standards. The learning environment and displays reflect the high-quality outcomes that pupils achieve, especially in subjects such as art. Pupils have many opportunities to take part in sporting, musical and dramatic events. Before school they play cricket and after school they can participate in a range of activities such as rounders, cookery, orchestra, athletics and Minecraft. Quite rightly, pupils are proud of their sporting achievements. Governors are recently established as a new governing body. They demonstrate a range of expertise and are using their skills well to benefit the school and to develop themselves as an effective governing body. Most parents and carers spoken to during the inspection and those who completed Ofsted’s online survey were positive about the school. They particularly appreciate the good start their children receive in the early years. They appreciate the good communication you have with them and say that this has improved through the use of a school app and social media. Pupils are well behaved, polite and courteous. A calm, purposeful atmosphere permeates the school. Relationships are strong and pupils respond well to adults. In lessons, they settle to work quickly and remain focused. At lunchtime, younger pupils play well alongside older pupils who provide games and activities for them. The local authority has limited input to the school other than an annual review because the school is deemed to be good. It has, however, used the expertise of staff in supporting other schools through coaching, mentoring and moderating pupils’ work. The headteacher is currently executive headteacher of another school, which has enabled staff to further develop their leadership skills. Collaboration between the two schools has had a positive impact on aspects of school improvement such as the teaching of reading. Since the last inspection leaders have successfully addressed the areas for improvement. Pupils can explain their learning better and know how to improve their learning. Year 6 pupils set their own targets, such as using better openers at the start of a sentence. Pupils now have more freedom to access resources independently. Safeguarding is effective. You have ensured that there is a culture of safeguarding and arrangements are fit for purpose. Leaders ensure that pupils are kept as safe as possible. Staff know what to do if they have concerns about a child and who to report them to. Staff log concerns diligently and refer them to the appropriate person. Pupils and families are well supported to ensure that they receive the help they need. Although records are kept chronologically and staff know pupils well, repeated concerns relating to a pupil are not collated to give as clear an overview as there could be of safeguarding an individual child. Not all staff receive safeguarding training as quickly as they should when they join the school. Pupils say they feel safe and parents agree. Pupils are confident to tell an adult if they are worried about something. Pupils say that if there is any bullying, teachers deal with it well. Inspection findings Pupils enjoy coming to school and attendance is above the national figure. The school has worked effectively with the education welfare officer to improve attendance for some specific groups of pupils. Consequently, the persistent absence of pupils who have special educational needs (SEN) and/or disabilities, in particular, has reduced significantly. The attendance of pupils who have SEN and/or disabilities is now good. Pupils receive academic support as well as pastoral support from the learning mentor to ensure that they continue to make progress. Class teachers are vigilant in identifying pupils who have missed school for any length of time and provide appropriate interventions to help them to catch up. The attendance of disadvantaged pupils has also risen above that of other pupils in the school. The progress and attainment of boys in reading at the end of key stage 2 in 2017 and 2016 were not as strong as for girls. Leaders can explain the reason for this but are not complacent and have reviewed their approach to reading. They recognised a need to inspire boys, in particular, and increase their motivation for reading. They introduced a new reading programme to which pupils have responded positively. A group of pupils spoke enthusiastically about reading and the positive impact of the changes that have been made. They particularly enjoy the new whole-class approach to reading and say it has helped them to develop their vocabulary more. They say they now have more opportunities to discuss reading and text than they did before. A ‘book club’ for boys has inspired boys to read more often. Disadvantaged pupils receive regular support with their reading and adults listen to them read frequently. Their progress is tracked carefully and teachers are held to account. Any barriers to learning are identified and addressed quickly so that pupils receive appropriate pastoral and academic support to maintain their progress. Attainment in writing is strong and has been consistently strong over time. Leaders are aware of the reasons for the recent dip in pupils’ progress in writing in 2017. Pupils’ workbooks and the school’s assessment information show that current pupils in almost all year groups are making good progress in writing. Pupils write well and at length. In key stage 1, pupils are developing their skills well. However, the quality of handwriting is inconsistent and errors such as capital letters in the middle of words are not routinely addressed. In the early years, leaders place a strong emphasis on the teaching of literacy skills and, as a result, children make good progress. Adults help children to develop their reading and writing skills well. Children are encouraged to use full stops, capital letters and finger spaces and are beginning to do this effectively. They write using phonetically plausible words and demonstrate a keenness to write, for example, when writing soup recipes and describing their design for a ‘potato head’. Adults develop children’s ability to sequence a story effectively through the use of language and role play. On occasion, however, adults do not take advantage of opportunities to deepen children’s skills in writing when they work independently. Next steps for the school Leaders and those responsible for governance should ensure that: the induction process for new staff ensures that they receive safeguarding training promptly safeguarding records of concern are collated so that leaders can see more quickly where there are repeated concerns for individual pupils teachers adopt a consistent approach to the teaching of handwriting to improve the quality of presentation for some pupils in early years, teachers further challenge children in independent activities to apply and deepen their skills in writing. I am copying this letter to the chair of the governing body, the director of education for the Diocese of Hereford, the regional schools commissioner and the director of children’s services for Shropshire. This letter will be published on the Ofsted website. Yours sincerely Sue Cameron Her Majesty’s Inspector Information about the inspection During the inspection, I held meetings with you and your senior leadership team. I met with four members of the governing body and a representative of the local authority. I spoke to parents at the beginning of the school day and considered the 25 responses to Parent View, Ofsted’s online survey, including 13 written comments. I also considered the 15 responses to the pupil questionnaire. There were no responses to the staff survey. I spoke to pupils formally and informally during the day. I scrutinised a range of school documentation, including the single central record, safeguarding records, your school self-evaluation document and school improvement plan, minutes of governing body meetings, and assessment information. Together, we visited most classes and I looked at pupils’ work. I observed pupils’ behaviour throughout the day, before school, in lessons and at lunchtime.

St Laurence CofE Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>70, "agree"=>30, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 30 responses up to 05-03-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>73, "agree"=>27, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 30 responses up to 05-03-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>67, "agree"=>17, "disagree"=>3, "strongly_disagree"=>0, "dont_know"=>13} UNLOCK Figures based on 30 responses up to 05-03-2024
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>87, "strongly_agree"=>3, "agree"=>7, "disagree"=>3, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 30 responses up to 05-03-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>63, "agree"=>30, "disagree"=>3, "strongly_disagree"=>0, "dont_know"=>3} UNLOCK Figures based on 30 responses up to 05-03-2024
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>23, "strongly_agree"=>43, "agree"=>20, "disagree"=>10, "strongly_disagree"=>3, "dont_know"=>0} UNLOCK Figures based on 30 responses up to 05-03-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>80, "agree"=>10, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>10} UNLOCK Figures based on 10 responses up to 05-03-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>60, "agree"=>30, "disagree"=>3, "strongly_disagree"=>0, "dont_know"=>7} UNLOCK Figures based on 30 responses up to 05-03-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>67, "agree"=>27, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>7} UNLOCK Figures based on 30 responses up to 05-03-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>67, "agree"=>23, "disagree"=>7, "strongly_disagree"=>0, "dont_know"=>3} UNLOCK Figures based on 30 responses up to 05-03-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>67, "agree"=>27, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>7} UNLOCK Figures based on 30 responses up to 05-03-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>70, "agree"=>20, "disagree"=>7, "strongly_disagree"=>0, "dont_know"=>3} UNLOCK Figures based on 30 responses up to 05-03-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>67, "agree"=>23, "disagree"=>3, "strongly_disagree"=>0, "dont_know"=>7} UNLOCK Figures based on 30 responses up to 05-03-2024
Yes No {"yes"=>97, "no"=>3} UNLOCK Figures based on 30 responses up to 05-03-2024

Responses taken from Ofsted Parent View

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