St Paul's Church of England VC Junior School
Catchment Area, Reviews and Key Information

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Paul Street
Shepton Mallet
BA4 5LA
01749343250
Pupils
332
Ages
7 - 11
Gender
Mixed
Type
Voluntary controlled school
4 1 1 2 3 4
NATIONAL AVG. 2.08
Ofsted Inspection
(23/1/18)
Full Report - All Reports
64%
NATIONAL AVG. 65%
% pupils meeting the expected standard in reading, writing and mathematics
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School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You have continued to lead the school with rigour and an unrelenting ambition on behalf of the pupils. Your often-repeated phrase of ‘no excuses’ pervades in a school where other leaders share your aspirations and values. As a result, pupils are effectively supported and challenged to achieve well. Pupils leave the school having caught up well in reading, writing and mathematics and are well prepared for the next stage in their learning. Pupils, parents and carers all recognise the high-quality teaching, learning and assessment in the school. For example, a typical view from a parent was: ‘My daughter has developed so much during her time at St Paul’s. We could not be happier with her progress and the support we have received from the staff.’ Another said, ‘[This is] an amazing school. I moved my daughter here two years ago and that was the best decision I ever made!’ You work effectively with a group of like-minded and well-trained leaders, including governors who are equally passionate about getting the best for pupils. The investment in training effective middle and senior leaders ensures that there is strong capacity for the school to continue improving. Indeed, this is seen through the fact that you are currently supporting another school on a temporary basis. In the meantime, the deputy headteacher is ably stepping in to provide short-term interim leadership at St Paul’s. You have ensured that effective processes and systems are firmly established to check pupils’ progress and intervene swiftly when help is needed. In addition, you have taken effective action to ensure that vulnerable pupils can access and benefit from high-quality emotional support, care and counselling. This is helping them to cope with a range of challenging situations and to enjoy their education. The quality of education is consistently strong across the school. It enables pupils who arrive at the school with different needs, including those who speak English as an additional language, to settle quickly and begin making good progress from the start. Teachers check what pupils know, understand and can do as part of their ongoing dialogue with pupils. They use assessment information effectively to plan the right steps to build pupils’ skills, knowledge and understanding in reading, writing and mathematics. Pupils who have special educational needs (SEN) and/or disabilities also achieve well. However, as we discussed, some do not make even more rapid progress because targets on their individual learning plans (ILPs) are not sufficiently precise to help them overcome barriers within short, focused periods of time. You have worked successfully to address weaknesses identified through the school’s last inspection. In particular, you not only improved the physical aspect of the library in the school but, more importantly, took the time to consider how this should be part of a drive to promote a strong culture for reading. Other leaders have also been instrumental in revising the school’s approach to reading. Reading is celebrated and enjoyed. The introduction of a reading strategy since the last inspection has seen reading outcomes improve markedly; in fact, in 2017 pupils’ progress in reading was in the top 25% of schools nationally. However, you are not complacent and recognise that there is more work to be done to continue the school’s improvement. We agreed that the achievement of some disadvantaged pupils remains a high priority, including the most able disadvantaged pupils. Disadvantaged pupils are well supported to catch up quickly in reading, writing and mathematics but there is still a difference between their attainment and that of other pupils. Furthermore, our close examination of the progress of girls in mathematics led us to agree that the mathematics curriculum is sometimes too narrow, which can slow the progress and limit the enjoyment of a few pupils. Safeguarding is effective. You promote a strong culture for safeguarding pupils and make this the highest priority. In the first instance, you ensure that staff pre-employment checks and training are fit for purpose. Volunteers and governors are also vetted rigorously. Systems are stringent and record-keeping is well maintained so that staff handle information effectively. This helps to ensure that you and your staff record, refer and escalate concerns quickly and challenge professional partners to keep pupils safe. Staff, including those who are new to the school, are knowledgeable about safeguarding procedures and arrangements. You ‘go the extra mile’ to look after pupils, including, for example, contacting other schools and authorities if you are concerned that pupils have gone missing in education. As a result, your vigilance and tenacity have proven to work well in safeguarding pupils.

St Paul's Church of England VC Junior School Catchment Area Map

This pupil heat map shows where pupils currently attending the school live.

Enter a postcode to see where you live on the map
heatmap example
Source:
All attending pupils
National School Census Data 2020
ONS
Pupil heat map key

How many pupils attending the school live in the area?

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Some
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The concentration of pupils shows likelihood of admission based on distance criteria

0845 456 4038

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 areas from which pupils are admitted to a school can change from year to year to reflect the number of siblings and pupils admitted under high priority admissions criteria.

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.

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