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

Primary
PUPILS
202
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
0300 123 4043

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
(13/07/2023)
Full Report - All Reports
71%
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)
Langleybury Lane
Hunton Bridge
Kings Langley
WD4 8RJ
01923263641

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. The school is a welcoming and caring place where pupils thrive. The engaging curriculum captures pupils’ interest and enables effective learning. Pupils enjoy coming to school, work hard and achieve well. They and their parents and carers value the opportunities and support the school provides. Since taking on the role of headteacher last summer, you have placed renewed emphasis on moving the school to the next level of effectiveness. Priorities for improvement are sharp. Previous work to improve the engagement of boys means that they now typically make the same strong progress as girls. However, you have rightly identified that the most able pupils could be stretched even more, particularly in writing. Work to bring this about is starting to bear fruit. Leaders’ work to clarify expectations for pupils’ achievement in each year in science and in foundation subjects is also well considered. This is helping leaders gain a deeper insight into the quality of curriculum planning and identify areas for further attention. Governors have responded to the recommendation made in the last inspection relating to improving the school’s governance. Their regular visits are now clearly focused on the school’s improvement priorities. This helps to ensure that the governing body has a clearer understanding of the actions under way to improve the school. Governors acknowledge that their understanding of the effectiveness of this work is not routinely incisive enough to hold leaders consistently tightly to account. Safeguarding is effective. Leaders ensure that all safeguarding arrangements are fit for purpose and records are detailed and of high quality. Checks on the suitability of staff are sound. Staff are fully aware of their safeguarding responsibilities and are alert to any sign that a child may need help or protection. Staff know how and when to pass on concerns to you in your role as leader for safeguarding. You make sure that suitable support is in place for pupils who are vulnerable or may be at risk. Your introduction of a weekly staff briefing about pupils needing extra care and support has further heightened the focus on meeting these pupils’ needs. When necessary, you work well with other agencies such as social care and health services to ensure effective support for pupils and their families. Governors make sure that safeguarding arrangements are sound through regular auditing, spot checks and discussions with staff and pupils. Pupils, parents and staff are clear that the school is a safe place. Bullying is very rare and when it does occur it is dealt with well. The curriculum helps pupils learn how to keep safe online and in the world around them. Inspection findings The most able pupils achieve well in English and mathematics. However, their progress is not consistently as strong as that of pupils of average ability. This is particularly the case in writing at key stage 2. Since the autumn, you and your new deputy headteacher have rightly made securing outstanding progress for the most able pupils a key priority. In several year groups, a high proportion of these pupils are now making very strong progress. However, this is not yet consistently the case across the school. Subjects other than English and mathematics, taught together in topics, form the school’s ‘creative curriculum’. This curriculum engages pupils’ interest and promotes effective learning in most subjects. Nevertheless, leaders recognise that topic plans do not consistently enable pupils to acquire deep learning in each subject as they progress through the school. Leaders’ work to define expectations for pupils’ achievement and develop assessment in subjects other than English and mathematics is proving useful. However, this work is at a relatively early stage. Consequently, subject leaders’ understanding of the effectiveness of teaching in the subjects they are responsible for is not consistently incisive. Governors keep abreast of school developments. They have a clear understanding of the school’s improvement priorities and of work under way to meet these. The governing body has made sure that it has the skills to carry out its role effectively. Governors maintain a clear understanding of key aspects of the school’s performance, including pupils’ achievement in English and mathematics. Their understanding of the impact of the rest of the curriculum on pupils’ achievement and wider development is not as incisive. Consequently, governors are not well placed to hold leaders fully to account for the quality of the entire curriculum. Next steps for the school Leaders and those responsible for governance should ensure that: the most able pupils routinely receive the challenge they need to gain deep learning and a high level of skill across the subjects they study planning, assessment and monitoring procedures consistently support and lead to outstanding teaching across the curriculum governors gain an incisive understanding of the impact of the whole curriculum, so they can routinely hold leaders to account for every aspect of the school’s performance. I am copying this letter to the chair of the governing body, the director of education for the Diocese of St Albans, the regional schools commissioner and the director of children’s services for Hertfordshire. This letter will be published on the Ofsted website. Yours sincerely Diana Choulerton Ofsted Inspector Information about the inspection I met with you and the deputy headteacher at the start of the day. We discussed your evaluation of the school’s effectiveness and agreed the key areas we would focus on during the inspection. During the day, I held further discussions with you and the deputy headteacher. I made short visits to lessons with you to look at pupils’ learning in writing and the wider curriculum. We also jointly scrutinised a selection of pupils’ work. I met with the vice-chair and two other members of the governing body. I also met with a group of subject leaders. I took account of 14 staff survey responses and 161 responses to the pupil survey. I also took account of 87 responses by parents to Ofsted’s online questionnaire, Parent View, including 57 free-text responses. I analysed a range of the school’s documentation, including leaders’ checks on pupils’ progress and safeguarding policies and procedures.

St Paul's Church of England Primary School, Langleybury Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>72, "agree"=>28, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 117 responses up to 13-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>79, "agree"=>20, "disagree"=>1, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 117 responses up to 13-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>68, "agree"=>28, "disagree"=>2, "strongly_disagree"=>1, "dont_know"=>1} UNLOCK Figures based on 117 responses up to 13-07-2023
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>76, "strongly_agree"=>9, "agree"=>9, "disagree"=>3, "strongly_disagree"=>2, "dont_know"=>2} UNLOCK Figures based on 117 responses up to 13-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>79, "agree"=>19, "disagree"=>1, "strongly_disagree"=>0, "dont_know"=>2} UNLOCK Figures based on 117 responses up to 13-07-2023
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>26, "strongly_agree"=>44, "agree"=>26, "disagree"=>3, "strongly_disagree"=>1, "dont_know"=>0} UNLOCK Figures based on 117 responses up to 13-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>45, "agree"=>40, "disagree"=>5, "strongly_disagree"=>5, "dont_know"=>5} UNLOCK Figures based on 20 responses up to 13-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>62, "agree"=>28, "disagree"=>4, "strongly_disagree"=>2, "dont_know"=>4} UNLOCK Figures based on 117 responses up to 13-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>64, "agree"=>32, "disagree"=>3, "strongly_disagree"=>1, "dont_know"=>1} UNLOCK Figures based on 117 responses up to 13-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>64, "agree"=>32, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>2} UNLOCK Figures based on 117 responses up to 13-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>68, "agree"=>32, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 117 responses up to 13-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>64, "agree"=>35, "disagree"=>1, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 117 responses up to 13-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>63, "agree"=>28, "disagree"=>4, "strongly_disagree"=>1, "dont_know"=>3} UNLOCK Figures based on 117 responses up to 13-07-2023
Yes No {"yes"=>98, "no"=>2} UNLOCK Figures based on 117 responses up to 13-07-2023

Responses taken from Ofsted Parent View

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