St Mellion Church of England Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
32
AGES
3 - 11
GENDER
Mixed
TYPE
Academy converter
SCHOOL GUIDE RATING
Not Rated

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
(04/05/2023)
Full Report - All Reports
Small Data Set
NATIONAL AVG. 60%
% pupils meeting the expected standard in reading, writing and mathematics



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Church Lane
St. Mellion
Saltash
PL12 6RG
01579350567

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. St Mellion CofE VA Primary school is part of a federation of two schools, which includes nearby St Dominic School. In your role as leader of Sir Robert Geffery’s School in Landrake, you act as executive headteacher across this federation. In this role, you work alongside the head of school, who is jointly responsible for St Mellion and St Dominic. Together, you have led important improvements at St Mellion. You have accurately identified the strengths of the school, and where further improvements are needed. You have focused keenly on the recommendations made at the previous inspection. For example, the quality of pupils’ writing continues to improve. Pupils say how much they enjoy their English lessons, and their books show that they write confidently and at length for a variety of audiences and purposes. On the other hand, you rightly recognise that further work is needed to embed improvements in mathematics, and we agreed to make this aspect a focus for the inspection. St Mellion Primary School is a well-regarded and popular school in the community. Pupils who spoke to me said how much they ‘love coming to school’ and working with their teachers. They enjoy their lessons and like learning through different themes and topics throughout the curriculum. Along with the head of school, you have worked hard to develop a ‘learning community’, where staff have opportunities to learn from practice across the federation. Governors, too, reflect on how effective approaches to governance in other schools can further enhance their own work in support of St Mellion. During this short inspection, in addition to looking at pupils’ learning in mathematics, we agreed to focus on a small number of other areas. Firstly, we looked at how well the school is improving pupils’ reading. Secondly, we agreed to consider how school leaders are developing the curriculum. Lastly, we considered the impact of the governing body in supporting and challenging the school. Safeguarding is effective. There is a strong culture of safeguarding throughout the school. Staff understand their responsibilities well and any concerns about children’s welfare and well-being are followed up thoroughly. Record-keeping is detailed and leaders are tenacious in ensuring that any referrals are dealt with promptly by external agencies. Leaders make sure that staff training, including first aid training, is regularly updated. Procedures to ensure the safe recruitment of staff are well established. Attendance is above average and leaders make sure that any concerns to do with pupils’ absence are looked into carefully. Bullying is very rare and is tackled promptly and effectively. A pupil said their school is a ‘happy school where everyone gets on with one another.’ Through the curriculum, pupils learn about staying safe and living healthy and active lives. Inspection findings Leaders’ focus on improving reading is developing well. Pupils are encouraged to read regularly and to develop their comprehension skills. Children who spoke to me said how much they loved reading and enjoyed tackling ‘harder books’. Older pupils in particular read confidently and fluently, with good pace and expression. Although actions to raise the profile of reading are bearing fruit, leaders have not thought enough about how they will know that these actions are having the impact they intended. For example, some parents felt their child’s reading had not benefited enough from the new approaches being used. I also saw the progress you are making in improving teaching and the curriculum in mathematics. There is a good focus on developing pupils’ skills, knowledge and understanding in mathematics, and on improving their problem-solving skills. However, pupils’ work and my discussions with them showed that the development of their deeper understanding and reasoning in mathematics is inconsistent across the school. Leaders rightly recognise that this is a key next step. For some younger pupils, their untidy presentation of work in mathematics is occasionally a factor that holds them back. Leaders are working hard to establish an effective curriculum. Your aim is for the curriculum to be engaging and challenging enough to raise standards further. We agreed that some pupils should be doing even better, particularly children currently in school who have achieved well in Reception and in key stage 1. However, it is clear that improvements to the curriculum are having a positive impact. Pupils enjoy the different topics and themes which help them to make links between different subjects, for example when they applied their knowledge of living and working conditions in Victorian Britain to their writing in English. Although there have been recent changes to the governing body, the impact of governance is developing well. Governors are improving their understanding of the school, including through visits to meet with staff and talk to pupils. Nevertheless, they rightly recognise their role should be strategic, including, for example, their scrutiny of how additional funding is used to benefit pupils. They are open to advice and guidance to help them to do this. They are ensuring that a small number of policies in need of review are updated promptly. Governors also agreed that there was scope to share what they do more clearly with parents and the community, including on the school website. Next steps for the school Leaders and those responsible for governance should: continue to raise pupils’ achievement and enjoyment in reading and mathematics to match that in writing develop teaching and the curriculum to improve pupils’ understanding and reasoning skills in mathematics ensure that action planning makes clear how the impact of new initiatives will be measured and evaluated further develop governors’ strategic role, including in holding the school to account for the impact of its work and through raising the governing body’s profile on the school website. I am copying this letter to the chair of the governing body, the director of education for the Diocese of Truro, the regional schools commissioner and the director of children’s services for Cornwall. This letter will be published on the Ofsted website. Yours sincerely Lee Northern Her Majesty’s Inspector Information about the inspection I held various discussions with you and with the head of school. I also met with staff at the school and spoke both formally and informally with pupils at times throughout the school day, including listening to six pupils from Years 2, 5 and 6 read. I looked at school improvement planning, assessment records and the school self-evaluation. I scrutinised safeguarding records and considered evidence of how staff and governors assure pupils’ safety, well-being and welfare. Along with the head of school, we visited classes where we also looked at examples of pupils’ work. I met with three governors and scrutinised recent minutes of meetings of the governing body. I considered parents’ responses to the online questionnaire ‘Parent View’ and spoke with a small number of parents at the start of the school day. The responses of 12 members of staff to a staff questionnaire were also considered.

St Mellion Church of England Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>77, "agree"=>23, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 13 responses up to 04-05-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>85, "agree"=>15, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 13 responses up to 04-05-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>69, "agree"=>23, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>8} UNLOCK Figures based on 13 responses up to 04-05-2023
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>62, "strongly_agree"=>31, "agree"=>0, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>8} UNLOCK Figures based on 13 responses up to 04-05-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>62, "agree"=>38, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 13 responses up to 04-05-2023
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>38, "strongly_agree"=>38, "agree"=>23, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 13 responses up to 04-05-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>100, "agree"=>0, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 10 responses up to 04-05-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>46, "agree"=>54, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 13 responses up to 04-05-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>69, "agree"=>31, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 13 responses up to 04-05-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>69, "agree"=>31, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 13 responses up to 04-05-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>54, "agree"=>46, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 13 responses up to 04-05-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>77, "agree"=>23, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 13 responses up to 04-05-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>54, "agree"=>46, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 13 responses up to 04-05-2023
Yes No {"yes"=>100, "no"=>0} UNLOCK Figures based on 13 responses up to 04-05-2023

Responses taken from Ofsted Parent View

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