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

Primary
PUPILS
209
AGES
5 - 11
GENDER
Mixed
TYPE
Academy converter
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 8313 4044

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
(19/9/17)
Full Report - All Reports
83%
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

Chelsfield Road
Orpington
BR5 4DR
01689826550

School Description

The leadership team, working together with you, has maintained the good quality of education in the school since the last inspection. The recent appointment of an additional deputy headteacher has strengthened leadership further. You demonstrate a clear understanding of the school’s strengths and priorities for improvement. For example, working with the senior leadership team, you have developed teaching in the early years provision so that more children than nationally reached average standards by the end of the Reception Year. The governing body is well informed, knowledgeable about the school and able to highlight areas for improvement. Governors are committed to supporting leaders in providing high-quality training and professional development for all staff. This commitment is improving the quality of teaching. You and the senior leadership team have analysed the provisional 2017 key stage 1 and 2 outcomes. You have identified the strengths and the areas in which improvement is required. You have prioritised the actions needed in order to secure the improvements that leaders have identified. You ensure that there is a caring and supportive ethos that runs through all aspects of the school. This was evident from the views of parents and carers, pupils and staff. Parents typically appreciate that pupils at the school are polite and friendly. Pupils said that they are proud to go to the school. They behave well in class and conduct themselves sensibly around the school. Safeguarding is effective. The leadership team has ensured that all safeguarding arrangements are fit for purpose and records are detailed and of a high quality. Staff understand and follow the school’s procedures so that any concerns that may arise are reported and followed up swiftly. Pupils said that they feel safe and are happy at school. They talked knowledgeably about how the school helps to keep them safe. For example, pupils understand the school’s system for identifying visitors. Pupils are confident that bullying is rare. Activities, including those organised during anti-bullying week, help them to deal with any problems that occur. Pupils told me that staff are available to help them and listen to them should they have any worries or concerns. Leaders make sure that staff and governors attend regular safeguarding training. This training helps to ensure that all staff and members of the governing body play a full part in keeping pupils safe. Inspection findings We agreed that the first line of enquiry for the inspection would focus on leaders’ actions to improve pupils’ progress in writing and mathematics. This was because the 2017 provisional assessments suggest that pupils’ progress, although positive, was weaker by the end of Year 6 in 2017 than in 2016. You and senior leaders have analysed the provisional results and put in place appropriate actions to improve the quality of teaching. This included planning appropriate interventions for pupils identified as needing further support. You have identified the need for pupils to practise writing, particularly writing longer texts using neat, fluent handwriting. You have allocated more lesson time to enable pupils to write routinely and practise these key skills. You have also put in place new initiatives to help improve pupils’ spelling, punctuation and grammar. You have raised expectations of pupils’ use of correct spellings and punctuation in their writing. Work in pupils’ books shows that this is starting to improve the quality of pupils’ writing, but is not fully embedded. Leaders identified the need to improve pupils’ reasoning skills and develop ‘mastery’ in mathematics. One of your strategies is the whole-school focus on the way that multiplication skills are taught. Our visits to lessons showed that teaching is improving pupils’ confidence in using their mathematical skills to solve challenging problems. We agreed that the second key line of enquiry should focus on the actions that leaders are taking to raise attainment in key stage 1. Leaders have made improvements to the teaching of phonics in Years 1 and 2, and are using new initiatives to improve pupils’ outcomes in reading. The ‘booster’ classes and one-to-one support for selected pupils are helping them to improve their reading skills. In the classes we visited, pupils were using mathematics equipment confidently to help their learning. Teaching assistants provide effective support and challenge for pupils in developing their skills. We also examined the school’s systems for securing regular attendance, particularly for disadvantaged pupils and pupils who have special educational needs and/or disabilities. Attendance rates are above average overall. However, the attendance of disadvantaged pupils and pupils who have special educational needs and/or disabilities was below that of their peers in 2016. Leaders promote and acknowledge good attendance through assemblies and awards. Monitoring systems are robust. The school works in effective partnership with the parents of pupils whose attendance causes concern. Staff follow up repeated absence by making home visits. The school’s ‘no letting up’ policy is working successfully. Attendance information for 2017 shows that there has been strong improvement in the attendance rates of disadvantaged pupils and those who have special educational needs and/or disabilities. Next steps for the school Leaders and those responsible for governance should ensure that: Teachers routinely have the highest expectations of pupils’ writing, by ensuring that recently introduced initiatives are fully implemented. I am copying this letter to the chair of the governing body, the director of education for the Archdiocese of Southwark, the regional schools commissioner and the director of children’s services for Bromley. This letter will be published on the Ofsted website. Yours sincerely Brian Simber Ofsted Inspector Information about the inspection I met with you and the senior leadership team to discuss the school’s self-evaluation and to agree the key lines of enquiry for the inspection. I scrutinised the school’s safeguarding policies and procedures, including the single central record of employment checks. I held meetings with senior leaders and the governing body to discuss the school’s work. I visited lessons with you and looked at pupils’ work. I also met with a group of pupils to hear their views about the school. I considered the responses of parents to Parent View, Ofsted’s online questionnaire, as well as those to the staff and pupil surveys.

St Philomena's Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree 81% Agree 19% Disagree 0% Strongly Disagree 0% Don't Know 0% {"strongly_agree"=>81, "agree"=>19, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} Figures based on 47 responses up to 19-09-2017
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Figures based on 47 responses up to 19-09-2017

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Figures based on 47 responses up to 19-09-2017

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Figures based on 47 responses up to 19-09-2017

unlock

Figures based on 47 responses up to 19-09-2017

unlock

Figures based on 47 responses up to 19-09-2017

unlock

Figures based on 47 responses up to 19-09-2017

unlock

Figures based on 47 responses up to 19-09-2017

unlock

Figures based on 47 responses up to 19-09-2017

unlock

Figures based on 47 responses up to 19-09-2017

unlock

Figures based on 47 responses up to 19-09-2017

unlock

Figures based on 47 responses up to 19-09-2017

Responses taken from Ofsted Parent View

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