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

Primary
PUPILS
215
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 2021, ONS
020 8274 4901

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?

4 1 1 2 3 4
NATIONAL AVG. 2.08
Ofsted Inspection
(30/1/18)
Full Report - All Reports
84%
NATIONAL AVG. 65%
% 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 10% of schools in England) Below Average (About 8% of schools in England) Average (About 67% of schools in England) Above Average (About 5% of schools in England) Well Above Average (About 10% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 7% of schools in England) Average (About 64% of schools in England) Above Average (About 9% of schools in England) Well Above Average (About 10% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 11% of schools in England) Average (About 58% of schools in England) Above Average (About 10% of schools in England) Well Above Average (About 10% of schools in England)

School Results Over Time

2017 2018 2019 UNLOCK

% pupils meeting the expected standard in Key Stage 2 tests (age 11)
2017 2018 2019 UNLOCK

% pupils meeting the higher standard in Key Stage 2 tests (age 11)

These results over time show historic performance for key exam results. We show pre-pandemic results as the fairest indicator of whether performance is up, down or stable

Cottenham Park Road
London
SW20 0SX
02089477227

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. In the absence of the headteacher due to ill health, leaders have established strong links with the local authority and other local schools to provide additional challenge and support. As a result, there is an established, strong leadership team which enables this school to continue effectively even when key leaders are absent. Together, they have successfully contributed to monitoring and improving the overall quality of teaching. You, supported by middle leaders, demonstrate an accurate understanding of the school’s strengths and weaknesses. You use this knowledge effectively to secure good outcomes for pupils. Leaders check every child’s progress accurately using a range of useful approaches. Leaders make sure that pupils receive the extra help they need to catch up, and you check the impact of that help. As a result, pupils currently at the school make good progress. Leaders have dealt successfully with the areas for improvement identified at the previous inspection. You have rightfully focused on developing the capacity of middle leaders to drive improvement. Middle leaders have been provided with opportunities to work with leaders from other schools. They now demonstrate deep understanding of the areas they lead. Their strategic approach has brought improvements in the quality of teaching and learning across the school. Middle leaders provide effective support to teachers who are new to the school, ensuring that the quality of teaching is consistently good. As a result, pupils’ performance in end-of-key-stage tests is now in line with national average across all subjects. School leaders, however, recognise that work remains to be done to improve progress of key stage 2 pupils in reading, particularly for those with low starting points. The governing body is committed to the school and helps you to drive forward improvement. Governors monitor the progress of leaders’ plans to raise standards. You provide them with accurate information which enables them to challenge the school effectively. They also make regular visits to the school to find out for themselves what is happening in practice. The school is a happy and friendly place. Pupils enjoy coming to school and they are enthusiastic about their learning. As a result, they engage actively in lessons. Classrooms are positive places where pupils work well together. Pupils take pride in their learning. They are polite, and they show respect for adults and each other. Parents appreciate the work the school community does for their children. One parent commented: ‘It is a school which holds the children’s welfare at its heart.’ Safeguarding is effective. Leaders and governors have ensured that there is a strong culture of safeguarding within the school. Staff and governors keep up to date with training. As a result, staff know what actions to take if they have any concerns about pupils’ safety or well-being. They have a clear understanding of their responsibilities. The leadership team has ensured that all safeguarding arrangements are fit for purpose and records are detailed and of high quality. You work actively with external agencies and refer concerns in a timely manner. Records show that you take decisive and prompt action, when needed, to secure pupils’ well-being. Pupils say they feel safe. They show understanding of the need for safety when using computers, and when exploring the internet. They also know to whom they should go if they need to report a bullying or cyber bullying incident. Pupils are confident that any concerns will be listened to and swiftly acted upon. They say they are able to talk to adults whenever they have any concerns or worries. The pupils I spoke to explained how they receive support to resolve issues between them, or when they are going through some difficult times. Inspection findings In our initial discussion, we identified reading as a key line of enquiry for this inspection. This was because assessment information for two consecutive years indicated that pupils with low starting points, and disadvantaged pupils at key stage 2, had made slower progress than expected in reading. You have reviewed the way reading is taught across the school. There is now a whole-school focus on developing pupils’ comprehension skills, which was evident from my visits in lessons. You also ensure that pupils have access to high-quality reading materials. This is engaging pupils in their reading and extending their reading choices. When hearing pupils read, I found that younger pupils are confident in using a range of decoding strategies in their reading. The most able readers also display good expression, intonation and understanding of text. Your focus on the development of comprehension skills is enabling pupils, including disadvantaged pupils, to meet expected standards in reading. Pupils’ knowledge of phonics is strong. However, pupils with low starting points in key stage 2 still do not make rapid enough progress to meet expected standards. You recognise that they need additional support in developing more sophisticated reading skills, such as inference and deduction. You have effective plans to provide this support. We also looked at the teaching of writing across the school. This was because in 2017 disadvantaged pupils did not make the rate of progress expected of them in writing. Leaders have ensured that improving the teaching of writing has been a considerable focus over the last two years. As a result, pupils’ writing has improved rapidly throughout the school. Pupils now write extensively across subjects. Their writing reflects an understanding of features of different genres. They are consistently stretched and challenged. Consequently, pupils, including disadvantaged pupils, meet, and in some cases exceed, expected standards in writing. In key stage 1, pupils benefit from a range of activities to develop their vocabulary prior to writing. This is complemented by opportunities to practise and consolidate their spelling, grammar, and punctuation skills. As a result, pupils, including disadvantaged pupils, meet expected standards in writing. In key stage 2, pupils are knowledgeable about the various skills they need to apply when they are writing. Teachers are persistent in their high expectations. They demand the best from pupils when writing and provide helpful guidance. One pupil explained: ‘You need to edit your work to produce the best piece and if needed, teachers will give you advice.’ Finally, we looked at attendance. Published attendance data shows that overall pupils’ attendance is consistently above the national average. However, close examination of the information highlights that in previous years, disadvantaged pupils and pupils who have special educational needs and/or disabilities attended much less frequently than others. These groups with the lowest attendance rates also have the highest rates of persistent absence. Your detailed analysis of current pupils shows that the attendance of disadvantaged pupils has improved rapidly. You now follow up all absences immediately. Where necessary, you make good use of the local authority’s education welfare officer to support families and promote attendance. Records show that very few pupils are absent without good reason. You have used the pupil premium funding effectively to support the attendance of disadvantaged pupils.

St Matthew's CofE Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree 78% Agree 16% Disagree 5% Strongly Disagree 0% Don't Know 0% {"strongly_agree"=>78, "agree"=>16, "disagree"=>5, "strongly_disagree"=>0, "dont_know"=>0} Figures based on 74 responses up to 31-01-2018
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Figures based on 74 responses up to 31-01-2018

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Figures based on 74 responses up to 31-01-2018

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Figures based on 74 responses up to 31-01-2018

unlock

Figures based on 74 responses up to 31-01-2018

unlock

Figures based on 74 responses up to 31-01-2018

unlock

Figures based on 74 responses up to 31-01-2018

unlock

Figures based on 74 responses up to 31-01-2018

unlock

Figures based on 74 responses up to 31-01-2018

unlock

Figures based on 74 responses up to 31-01-2018

unlock

Figures based on 74 responses up to 31-01-2018

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Figures based on 74 responses up to 31-01-2018

Responses taken from Ofsted Parent View

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