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

Primary
PUPILS
135
AGES
3 - 11
GENDER
Mixed
TYPE
Voluntary aided 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
020 8820 7397 / 7398 / 7489 / 7197

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
(19/04/2023)
Full Report - All Reports
75%
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)
Barn Street
Stoke Newington
London
N16 0JT
02088002645

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You and your leadership team have worked hard to create a school community where everyone is nurtured. Together with the pupils, you have established clear values that run through the work of the school. The school’s values of love, hope, courage, respect and truth are understood well by pupils. One said, ‘Teachers are so understanding and kind. They always listen to us.’ Parents overwhelmingly agree, and one parent said, ‘St Mary’s is a tremendous school. It is loving, inclusive and happy.’ As a result of this, pupils conduct themselves well and are friendly. They show respect towards adults and each other in lessons and around the school. School leaders have a clear and accurate understanding of the strengths of the school and what needs to improve. As a result, you have prioritised the right areas. For example, you rightly say that some pupils’ progress is being limited by mistakes made in calculations because they do not know their multiplication tables as well as they should. Furthermore, some pupils make persistent mistakes in their spellings when they are writing. This has led to strategies being introduced to help these pupils achieve. These are beginning to have a positive effect. Pupils said that they enjoy the different subjects in the curriculum. This is reflected in the displays around the school and work in pupils’ books. You make good use of specialist teachers, and pupils enjoy the challenges that they provide. For example in music, pupils said that they enjoy learning musical instruments such as the ukulele and keyboard and going out on visits such as performing at the O2 arena, because, as one pupil said, ‘It helps us to learn a lot.’ Safeguarding is effective. The leadership team and governors have ensured that safeguarding arrangements are fit for purpose. Training for all staff is up to date and is regularly discussed in twice-weekly briefings. Information is shared by giving ‘points to watch’ to ensure that all staff are aware of current safeguarding issues. As a result, staff have a good knowledge of local issues and those in the wider community, which enables them to safeguard pupils’ welfare effectively. Clear processes are in place so that all staff know how to report any concerns. Safeguarding records are detailed and of high quality. Records show that leaders carefully and swiftly follow up any issues, working well with external agencies to support vulnerable pupils. The single central record is maintained to a high standard. Leaders complete all the required checks to ensure that staff and volunteers are suitable to work in the school. They record these checks accurately on the single central record, which is frequently checked by governors and yourself. Pupils said that they feel safe in school and understand how to make the right choices to stay safe out of school. Parents and pupils said that behaviour is good and that instances of bullying are rare. Pupils understand about different forms of bullying including online bullying, and they know that they can talk to members of staff in the school if they have a concern. Leaders have developed a strong safeguarding culture in the school and have robust systems to support this. Inspection findings The first key line of enquiry focused on how successfully leaders are supporting teachers in challenging more boys to achieve the expected standard in reading, writing and mathematics at key stage 1. This is because in 2016 boys did not make as much progress as girls in these subjects. You and your leadership team were quick to identify this and have implemented new and improved strategies to secure more rapid progress. In lessons, teachers accurately model how to read, which results in boys reading with expression and observing punctuation correctly. Work in boys’ books shows that recent developments have resulted in more rapid progress. For example, by teachers explicitly teaching handwriting skills, boys have been helped routinely to present their work neatly. Boys quickly improve the fluency of their writing by using a wider range of vocabulary, and there are improvements in the accuracy of their use of punctuation. However, there are some persistent inaccuracies in spellings, which are limiting the progress of some pupils. Your leadership team has taken swift action to improve this, but you agreed that some further work is needed. Teachers routinely build on pupils’ prior learning in mathematics, which results in strong progress. Well-established routines are used to check understanding and offer regular opportunities to deepen pupils’ understanding through problemsolving activities. Some pupils make errors in calculations as a result of their not knowing number facts well enough, such as multiplication tables or number bonds. Your leadership team is aware of this and has put in place strategies to secure improvements. However, there is further work to do to ensure that the progress of those pupils is more rapid. Observations of learning in classrooms, reviews of books, listening to pupils read and reviewing assessment information show that boys are now making as much progress as girls at key stage 1. The second key line of enquiry focused on the progress that disadvantaged pupils make in phonics. This is because the achievement of disadvantaged pupils in recent years has not been as high as that of other pupils, nationally. We visited lessons where pupils listened attentively to explanations of new letter sounds. Pupils use the strategies they have learned well to read unfamiliar words and to help them read more fluently. Effective phonics teaching has enabled the majority of pupils from disadvantaged backgrounds to catch up with others. As a result, there is now a significant increase in the numbers of disadvantaged pupils on track to achieve the required standard in the phonics screening check. The third inspection focus was to establish how successfully leaders are supporting teachers to increase rates of progress in reading and writing, especially so that middle-ability disadvantaged pupils achieve greater depth in their key stage 2 assessments. Leaders have reviewed the teaching of reading, for example developing the quality of questioning to deepen pupils’ understanding. As a result of this, pupils showed that they had a good understanding of the text and were able to express opinions about their choice of books. For example, one year 5 boy said, ‘I like Tom Gates because the way the characters develop make[s] me laugh.’ Your development of the curriculum offers regular opportunities for pupils to write at length and in subjects other than English and mathematics. This has resulted in more rapid progress over time, with assessment information showing more disadvantaged pupils on track to achieve the higher levels at the end of the key stage. Finally, we considered what the school has done to reduce persistent absence. Overall, persistent absence rates have been higher than national averages in recent years for pupils eligible for free school meals, boys and pupils who have special educational needs. You have taken robust action to improve attendance rates for those groups of pupils through the use of a range of new strategies. You have given parents regular and clear information about the importance of attendance and your high expectations. Improvements in attendance have been celebrated through assemblies and letters to parents. You have worked closely with families to understand the reasons why pupils are not attending school as frequently as they should, and you have liaised with external agencies to support the work of the school. As a result, persistent absence rates have reduced and are now lower than national averages overall, and for most groups. Next steps for the school Leaders and those responsible for governance should ensure that: mathematical fluency continues to improve for all pupils, through better knowledge of number facts, so that pupils, including boys, continue to make strong progress accuracy in spellings continues to improve so that all pupils, including disadvantaged pupils, make strong progress. I am copying this letter to the chair of the governing body, the director of education for the Diocese of London, the regional schools commissioner and the director of children’s services for Hackney. This letter will be published on the Ofsted website. Yours sincerely David Lloyd Ofsted Inspector Information about the inspection During the inspection, I met with you, the deputy headteacher, the assistant headteacher, the school’s administrative manager and the chair of the governing body. I visited lessons with you and members of the senior leadership team. We reviewed work in pupils’ books, including boys’ books at key stage 1 and disadvantaged pupils’ books at key stage 2. I listened to pupils read in Years 1, 2, 4, 5 and 6. I observed pupils’ behaviour around the school and at playtime. I talked to pupils about their learning and talked to them informally in the playground. I talked with a range of staff. I evaluated a range of documents, including the school improvement plan, the school self-evaluation documents, safeguarding records, information about attendance and exclusions, and information about current pupil achievement. I considered 28 responses to Ofsted’s online survey for parents and 10 responses to Ofsted’s online staff survey.

St Mary's Church of England Primary School Parent Reviews



Average Parent Rating

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“Politics above the Needs of Children”

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"> This is my experience of the school: *Unsympathetic Senior Leadership Team *Poor Extended School provision for working carers/parents *Educational Visits, crucial, yet a rarity *Irregular, if any, PSHCE lessons *Learning Mentors, essential, yet not employed *Want of Pastoral Care for children facing emotional and/or behavioural difficulties *Cliques are not discouraged, thereby, children experience exclusion and isolation during break time *High turnover of experienced teachers *Frequent use of costly Supply Teachers *High mobility amongst pupils, from families whom are not in temporary accommodation N.B The star awarded goes to the Parents/Carers I've had the pleasure of becoming acquainted with, and Rob, the Premises Manager, who is an absolute star!
unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>58, "agree"=>29, "disagree"=>8, "strongly_disagree"=>0, "dont_know"=>4} UNLOCK Figures based on 24 responses up to 19-04-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>58, "agree"=>29, "disagree"=>8, "strongly_disagree"=>0, "dont_know"=>4} UNLOCK Figures based on 24 responses up to 19-04-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>46, "agree"=>38, "disagree"=>8, "strongly_disagree"=>4, "dont_know"=>4} UNLOCK Figures based on 24 responses up to 19-04-2023
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>63, "strongly_agree"=>4, "agree"=>13, "disagree"=>4, "strongly_disagree"=>4, "dont_know"=>13} UNLOCK Figures based on 24 responses up to 19-04-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>58, "agree"=>29, "disagree"=>13, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 24 responses up to 19-04-2023
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>42, "strongly_agree"=>21, "agree"=>25, "disagree"=>13, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 24 responses up to 19-04-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>67, "agree"=>0, "disagree"=>17, "strongly_disagree"=>0, "dont_know"=>17} UNLOCK Figures based on 10 responses up to 19-04-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>33, "agree"=>42, "disagree"=>8, "strongly_disagree"=>0, "dont_know"=>17} UNLOCK Figures based on 24 responses up to 19-04-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>42, "agree"=>50, "disagree"=>4, "strongly_disagree"=>0, "dont_know"=>4} UNLOCK Figures based on 24 responses up to 19-04-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>42, "agree"=>46, "disagree"=>13, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 24 responses up to 19-04-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>25, "agree"=>50, "disagree"=>17, "strongly_disagree"=>0, "dont_know"=>8} UNLOCK Figures based on 24 responses up to 19-04-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>38, "agree"=>50, "disagree"=>8, "strongly_disagree"=>0, "dont_know"=>4} UNLOCK Figures based on 24 responses up to 19-04-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>38, "agree"=>38, "disagree"=>13, "strongly_disagree"=>0, "dont_know"=>13} UNLOCK Figures based on 24 responses up to 19-04-2023
Yes No {"yes"=>83, "no"=>17} UNLOCK Figures based on 24 responses up to 19-04-2023

Responses taken from Ofsted Parent View

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