St Peter's Church of England Academy
Catchment Area, Reviews and Key Information

Primary
PUPILS
196
AGES
7 - 11
GENDER
Mixed
TYPE
Academy sponsor led
SCHOOL GUIDE RATING
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Can I Get My Child Into This School?

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Very Likely
Likely
Less Likely

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
0300 126 1000

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
(9/1/19)
Full Report - All Reports
64%
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

Mountbatten Way
Raunds
Wellingborough
NN9 6PA
01933622400

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. The trust has ensured that effective leadership arrangements are in place so that the school continues to improve. Leaders and other staff ensure that the school has a positive, supportive ethos in which pupils can thrive and develop as individuals. The school is a calm, orderly, well-organised place to learn. Teaching is effective. Current pupils’ work and school information show that the majority of pupils, including those who are disadvantaged, are making good progress in reading, writing, mathematics and other subjects. At the start of the inspection, we agreed the key lines of enquiry that I would investigate to test whether the school remains good. At the last inspection, leaders were asked to improve the quality of teaching by ensuring that teachers check pupils’ progress and support their learning more effectively. We observed teachers providing pupils with advice and guidance during lessons, and teaching assistants are often skilled in this respect. This supports pupils’ learning well. Leaders were also asked to ensure the most able pupils were given appropriately challenging work to enable them to reach the higher standards. This has been partially achieved. At the end of 2018, the proportions of pupils achieving the higher levels were close to the national average for reading but below average for writing and mathematics. Teachers ask pupils to complete more challenging work in these subjects. School information and pupils’ work show overall that the proportions of pupils working at the higher levels are improving, particularly in mathematics. However, some inconsistencies remain. In some areas of learning, for example the accuracy of pupils’ spelling, grammar and punctuation, teachers sometimes do not have appropriately high expectations of what pupils can achieve. Leaders were asked to ensure that pupils present their work tidily and use a handwriting style in line with the school’s policy. Handwriting and presentation are improving throughout the school and pupils take increasing pride in their work. I explored with you and the deputy principal actions taken to improve standards in reading. In 2018, pupils’ progress in reading was lower than that in writing and mathematics, and the proportion of pupils who achieved the expected standard was below the national average. Leaders and other staff are developing a range of initiatives to improve standards in reading, particularly developing pupils’ inference and deduction skills. Pupils greatly value their ‘planners’ in which they record the books they are reading. Teachers help pupils make links between their reading and writing skills. School information and inspection evidence show that teaching enables the majority of pupils throughout the school to make good progress. However, some pupils, particularly the least able, are not as secure as they could be in their phonics (letters and the sounds they represent) and early reading skills. Leaders were also asked to provide subject leaders with opportunities to check the quality of provision and use the information they gain to improve teaching and learning. This objective has been partially achieved. There is considerable expertise in the school and leaders ensure that new subject leaders are given appropriate training to develop the effectiveness of their roles. Leaders and subject leaders check standards regularly and, as a result of their work, progress has been made in addressing all the areas for improvement identified at the last inspection. However, improvement has not been as effective as it could be in some areas. Leaders’ plans for improvement are not as sharply focused as they could be to better hold staff to account. Leaders do not use their findings as well as they could to ensure that all staff are fully implementing their initiatives. Pupils are very well behaved. They are friendly and courteous at all times of the school day. They listen well, concentrate, are keen to contribute in lessons and apply themselves to all that is asked of them. Pupils understand the importance of treating each other with respect. They are proud of their appearance and enjoy coming to school, learning and school life. Teachers praise pupils’ work and efforts, and pupils have positive attitudes to their learning. Parents spoke of the friendly and approachable staff and the positive gains their children are making in their learning. Safeguarding is effective. There is a secure culture of safeguarding. The leadership team has ensured that all safeguarding requirements are fit for purpose. Staff receive regular training in child protection, including in relation to the government’s ‘Prevent’ duty. The school’s record of recruitment checks is thorough. Leaders take timely action when they have any concerns about pupils’ welfare and well-being. School systems for recording concerns are thorough.

St Peter's Church of England Academy Parent Reviews



unlock % Parents Recommend This School
Strongly Agree 68% Agree 24% Disagree 8% Strongly Disagree 0% Don't Know 0% {"strongly_agree"=>68, "agree"=>24, "disagree"=>8, "strongly_disagree"=>0, "dont_know"=>0} Figures based on 25 responses up to 16-01-2019
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Figures based on 25 responses up to 16-01-2019

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Figures based on 25 responses up to 16-01-2019

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Figures based on 25 responses up to 16-01-2019

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Figures based on 25 responses up to 16-01-2019

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Figures based on 25 responses up to 16-01-2019

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Figures based on 25 responses up to 16-01-2019

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Figures based on 25 responses up to 16-01-2019

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Figures based on 25 responses up to 16-01-2019

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Figures based on 25 responses up to 16-01-2019

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Figures based on 25 responses up to 16-01-2019

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Figures based on 25 responses up to 16-01-2019

Responses taken from Ofsted Parent View

Your rating:
Review guidelines
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