St Levan Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
39
AGES
4 - 11
GENDER
Mixed
TYPE
Foundation 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
0300 1234 101

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
(15/03/2018)
Full Report - All Reports
100%
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)
The Bottoms
St Levan
Penzance
TR19 6HD
01736810486

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You lead and support your dedicated staff team with enthusiasm and a determination to achieve the ambition of providing a school ‘where all pupils shine for life’. You make sure that pupils’ welfare is at the centre of all decisions and that every child is valued and cared for. All the staff members who responded to the staff questionnaire said that they are proud to work at the school. They value your leadership and feel respected by school governors and by the local community. School governors are passionate about maintaining high academic standards and levels of care for pupils. They provide the right balance of support and challenge to you and other leaders. Governors have a deep understanding of the performance of different groups of pupils. They regularly gather information from parents, carers and pupils and act on the excellent advice offered by the local authority consultant. Governors use this knowledge to ask you the right questions. The school listens to and works closely with parents. Parents who spoke with me during the inspection, and those who responded online, were impressed with the high quality of education provided by the school. They also noted the strong support given to meet pupils’ individual needs. One parent stated, ‘The school educates with kindness, passion and the highest of expectations.’ Another commented, ‘I feel lucky that my child can have such a fantastic primary education.’ Parents told me that they were particularly attracted to the school by the wide curriculum and focus on giving pupils exciting first-hand learning experiences. These experiences enable pupils to demonstrate an excellent knowledge of the wider community and the diverse nature of the country as a whole. At the previous inspection, school leaders were asked to ensure that teachers shared more fully in taking responsibility for sustaining improvements in teaching and learning. You were also asked to enable all pupils to develop higher aspirations for their own achievement. You have secured high-quality training for teachers, and this has led to a significant rise in collective leadership across the school. Teachers and support staff apply themselves diligently to their leadership responsibilities. They seek out the latest research and liaise with other successful schools to find the most effective teaching and learning approaches. An example of this is the research undertaken by the leader of mathematics. She has reviewed findings from studies of the most effective schools in the country that have mixed-age classes. The school has adopted many of the recommendations, and this has sharpened practice in mathematics teaching and learning in both classes. Since the previous inspection, school leaders have enabled pupils of all abilities to become responsible for monitoring their own academic progress. Pupils in both classes can describe in detail how well they have progressed over time. Pupils of all levels of ability are appropriately challenged. During the inspection, all pupils in a mixed-age class were working with enthusiasm through a series of progressively difficult mathematics challenges. I asked a pupil what would happen when he finished the task he was working on. He told me, ‘There will always be another challenge! I love that!’ Improved teaching has led to significant improvements in pupils’ outcomes in reading and writing in all year groups. Progress has also been good in mathematics. However, you are aware that fewer pupils have reached the higher levels in mathematics than in reading and writing. You are also aware of the need to continue working with families who struggle to ensure that their children attend regularly so that overall attendance at least matches the national average. Safeguarding is effective. All safeguarding arrangements are fit for purpose. Training is up to date, records are well maintained and you make appropriate checks on staff before they start employment. Governors play an active role in ensuring that there is a strong culture of safeguarding and monitor it closely. Parents overwhelmingly agree that their children are safe and that leaders and governors listen to any worries and act quickly to address any concerns. Leaders and governors challenge external agencies effectively in order to gain the best possible support to meet identified needs. Pupils know how to stay safe in school, in the community and when online. They gave me very useful advice to follow when using social media or computer games. They said that bullying is very rare and this was further verified by the positive responses from pupils and parents to the online questionnaires. All parents who spoke with me during the inspection said that their children are happy and safe at your school. Parents described a caring ethos that ‘permeates … the whole school community’ and staff who are ‘extremely kind to the children’.

St Levan Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>97, "agree"=>3, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 29 responses up to 15-03-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>97, "agree"=>3, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 29 responses up to 15-03-2018
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 29 responses up to 15-03-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>86, "agree"=>14, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 29 responses up to 15-03-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>90, "agree"=>7, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>3} UNLOCK Figures based on 29 responses up to 15-03-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>83, "agree"=>14, "disagree"=>3, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 29 responses up to 15-03-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>86, "agree"=>14, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 29 responses up to 15-03-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>76, "agree"=>10, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>14} UNLOCK Figures based on 29 responses up to 15-03-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>86, "agree"=>3, "disagree"=>3, "strongly_disagree"=>0, "dont_know"=>7} UNLOCK Figures based on 29 responses up to 15-03-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>83, "agree"=>17, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 29 responses up to 15-03-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>79, "agree"=>17, "disagree"=>3, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 29 responses up to 15-03-2018
Yes No {"yes"=>97, "no"=>3} UNLOCK Figures based on 29 responses up to 15-03-2018

Responses taken from Ofsted Parent View

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