St Luke's Church of England Controlled Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
246
AGES
4 - 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
0845 603 2200

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
(15/01/2019)
Full Report - All Reports
63%
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)
66 Church Road
Tiptree
Colchester
CO5 0SU
01621815456

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. After a period of considerable change within the leadership of the school, leaders have built a strong team that has markedly improved the quality of teaching, learning and assessment. Prior to the new leadership, the quality of teaching, learning and assessment declined, which led to attainment and progress being lower than they should have been. Staff morale is high now, and all staff are committed to pupils reaching the highest levels of success. Every member of staff that completed the online staff survey reported that they enjoy working at the school. As a result, pupils’ outcomes have improved. One parent commented that the changes made at the school since the start of last academic year have been ‘miraculous’. The school supports children to learn well. Staff and pupils value learning, and pupils support each other to achieve strong results across the school’s broad curriculum. Pupils take pleasure in sharing each other’s work and offer constructive criticism with honesty and sensitivity. In Year 6 music, for example, pupils in groups worked well composing music. They created high-quality musical pieces using glockenspiels, and carefully identified the strengths and weaknesses of each other’s work. Teachers also effectively teach pupils how to plan improvements in their learning. Pupils speak articulately about what they are learning, and sensibly choose their next steps to improve. Pupils also work hard in lessons and enjoy the many challenges provided by their teachers. When teachers provide pupils with opportunities to choose levels of challenge, most pupils aim for the hardest activities. As a result, pupils are making strong progress, particularly in Reception and key stage 1. For example, school assessment information shows that the proportion of pupils currently in Year 2 reaching the greater-depth standard in reading is nearly double that in 2018. Pupils live up to the school’s high expectations for behaviour. They are well mannered and considerate of the needs of others in lessons, on the playground and while moving around the school. Pupils report that, on the rare occasion someone misbehaves, teachers manage the situation well and it does not happen again. Teachers also effectively teach pupils how to help each other behave appropriately. One pupil commented that pupils in one class became friends with someone who was being unkind, and this stopped the unkind behaviour. The majority of respondents to Parent View – Ofsted’s online questionnaire – agreed that the school makes sure that its pupils behave well. Leaders have been effective in resolving the areas for improvement identified in the previous inspection report. Leaders have high aspirations for their staff and pupils and clearly communicate their expectations in well-considered improvement plans. Leaders – including governors – hold staff accountable for their work towards whole-school improvements. As a result, leaders and teachers have made substantial improvements to the quality of teaching, learning and assessment in the school. Safeguarding is effective. The leadership team has ensured that all safeguarding arrangements are effective in keeping children safe. Staff and governors place great importance on keeping children safe. All members of the governing body take responsibility – alongside the safeguarding governor – to check that safeguarding arrangements are effective. Governors regularly talk with pupils and parents and carers to make sure that they feel that pupils are safe at school. Staff are vigilant for safeguarding risks and signs of harm, and act appropriately when concerns arise. Staff also teach pupils how to keep themselves safe, for example with regular lessons about staying safe online. Leaders carry out all the required checks to ensure that adults working with pupils are suitable. The record of these checks is carefully maintained and regularly checked by governors. Inspection findings For this inspection, I looked at the actions leaders are taking to improve the achievement of disadvantaged pupils. These pupils enjoy and value school and take part fully in the curriculum. In lessons, these pupils work hard. Because teachers are becoming more aware of the needs of these pupils, they are starting to make strong progress over time. Leaders hold teachers accountable for the progress of disadvantaged pupils and ensure that detailed plans are in place to support their learning. Should they fall behind, the extra support provided for these pupils is starting to help many of them to catch up. Leaders’ support for disadvantaged pupils has not yet had the desired effect on attainment across the school consistently. The attainment of these pupils in key stage 2 is not as high as in the younger years. I also considered the actions leaders are taking to improve the provision for pupils with special educational needs and/or disabilities (SEND). Working closely with external specialists, leaders have improved their procedures to identify the needs of pupils with SEND and create support plans for these pupils. This has led to more effective use of additional funding and greater progress for these pupils. School assessment information shows that most pupils with SEND are now making strong progress over time. Teaching assistants provide effective support to pupils with SEND. Pupils benefit from carefully planned one-to-one support sessions that are well targeted to their needs. As a result, during these sessions, barriers faced by pupils with SEND are overcome so that these pupils can make strong progress in their learning. At times during teacher-led learning activities, some teaching assistants do too much of the work for pupils rather than supporting them to find their own solutions to difficult work and to check their own work for mistakes. Finally, I looked at the action leaders are taking to improve the quality of teaching, learning and assessment in mathematics. Pupils enjoy and benefit from the new approaches introduced in mathematics. As a result of leaders’ chosen strategies in this subject, pupils are better able to apply their calculations to real-life problems. Pupils have a firm grasp on what they need to do to improve their learning in mathematics. Teachers’ use of the ‘support and practice’ element of lessons effectively helps pupils to reflect on how well they are doing and choose their next steps to improve. As a result, pupils have greater confidence and the required skills to solve tricky reasoning problems. This ensures that pupils achieve well in mathematics. In 2018, attainment in mathematics for pupils in Year 2 and Year 6 was above the national averages. Similarly, Year 6 progress in mathematics markedly improved in 2018 to be in line with the national average. Next steps for the school Leaders and those responsible for governance should ensure that: well-considered support for disadvantaged pupils is consistently in place so that the majority attain the standards expected – or better – for their age teaching assistants support pupils to work independently in lessons and to check their own work carefully.

St Luke's Church of England Controlled Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>53, "agree"=>36, "disagree"=>10, "strongly_disagree"=>1, "dont_know"=>0} UNLOCK Figures based on 72 responses up to 02-03-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>65, "agree"=>22, "disagree"=>10, "strongly_disagree"=>1, "dont_know"=>1} UNLOCK Figures based on 72 responses up to 02-03-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>39, "agree"=>43, "disagree"=>10, "strongly_disagree"=>8, "dont_know"=>0} UNLOCK Figures based on 72 responses up to 02-03-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>53, "agree"=>35, "disagree"=>11, "strongly_disagree"=>1, "dont_know"=>0} UNLOCK Figures based on 72 responses up to 02-03-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>38, "agree"=>50, "disagree"=>10, "strongly_disagree"=>3, "dont_know"=>0} UNLOCK Figures based on 72 responses up to 02-03-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>25, "agree"=>53, "disagree"=>14, "strongly_disagree"=>3, "dont_know"=>6} UNLOCK Figures based on 72 responses up to 02-03-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>31, "agree"=>50, "disagree"=>14, "strongly_disagree"=>3, "dont_know"=>3} UNLOCK Figures based on 72 responses up to 02-03-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>21, "agree"=>35, "disagree"=>14, "strongly_disagree"=>6, "dont_know"=>25} UNLOCK Figures based on 72 responses up to 02-03-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>43, "agree"=>39, "disagree"=>10, "strongly_disagree"=>3, "dont_know"=>6} UNLOCK Figures based on 72 responses up to 02-03-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>42, "agree"=>33, "disagree"=>10, "strongly_disagree"=>8, "dont_know"=>7} UNLOCK Figures based on 72 responses up to 02-03-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>36, "agree"=>44, "disagree"=>14, "strongly_disagree"=>3, "dont_know"=>3} UNLOCK Figures based on 72 responses up to 02-03-2019
Yes No {"yes"=>82, "no"=>18} UNLOCK Figures based on 72 responses up to 02-03-2019

Responses taken from Ofsted Parent View

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