St Tudy CofE Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
48
AGES
4 - 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, 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?

Requires Improvement
NATIONAL AVG. 2.09
Ofsted Inspection
(13/10/2021)
Full Report - All Reports
45%
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)
St Tudy
Bodmin
PL30 3NH
01208850548

School Description

Pupils enjoy attending school. The school’s values underpin the strong community ethos that runs through the school. Pupils celebrate the achievements of others as if their own. They get on well with one another and behave well in and around school. Bullying is rare. Pupils feel safe in school. They know staff want the best for them. Staff lead extra-curricular clubs, which pupils enjoy attending. The head of school and other leaders are a close team and want the best for pupils. Pupils get off to a flying start when learning to read. Pupils develop the skills and knowledge they need in physical education (PE). They know that being active has a positive impact on their physical health. In art and design and mathematics, pupils do not achieve as well. Pupils with special educational needs and/or disabilities (SEND) particularly struggle in mathematics. Senior leaders have been slow to improve the curriculum. Pupils learn about different religions, recognising why it is important to do so. They appreciate that people come from different backgrounds and cultures and have different beliefs. One pupil, whose opinion reflected the view of many, said, ‘We treat everyone equally as everyone is unique.’ What does the school do well and what does it need to do better? Pupils, parents and staff are overwhelmingly positive about the school. Pupils play a vital role in the school community. They value the help that staff provide. The weekly celebration assembly is an opportunity for the school to come together and celebrate each other’s successes. Pupils benefit from a range of extra-curricular clubs. Pupils enjoy these and all attend at least one of them. Parents are positive about the efforts that staff at the school made during the COVID-19 pandemic. Pupils know how to keep safe online. They know the steps they should take if someone unfamiliar tries to contact them. Pupils also learn about relationships and families. They identify that love, respect and trust are important. Phonics is a strength of the school. Staff teach children to read as soon as they start the Reception Year. Leaders have made sure that a consistent phonics programme is taught by highly-trained staff. They adapt the reading curriculum to match pupils’ needs well, including for those who need to keep up. Pupils read books that match the sounds they know. This helps pupils develop their reading fluency well. Pupils have positive attitudes towards reading; they particularly enjoy listening to class stories. In subjects such as PE and history, the curriculum supports pupils’ progress well. Curriculum plans build on what pupils already know and teachers bring curriculum plans to life well. In PE, teachers have benefited from high-quality training to help them achieve this. The art and design curriculum is sequenced less well. Pupils have plenty of opportunities to create different types of artwork and to consider different Inspection report: St Tudy CofE Primary School 13 and 14 October 2021 2 artists. However, lessons do not form a cohesive sequence which builds on what pupils already know, can do and understand. In mathematics, the curriculum approach does not fit the school’s mixed-aged class structure well. Staff have known this for some time and have tried lots of ways to make the curriculum work well. Pupils who have gaps in their mathematical knowledge continue to struggle, particularly pupils with SEND. The head of school and her team know the school well. Nevertheless, alongside the leaders of the trust, their efforts to improve the curriculum have not been successful in some areas. The special educational needs coordinator (SENCo), who works across a range of schools in the trust, is spread too thin. Leaders have not communicated clearly their vision for teaching mathematics. This has led to confusion and a curriculum which does not reflect the school’s mixed-aged setting well enough. Academic targets for some pupils with SEND are too broad. Teachers create pupils’ targets each half term. However, leaders have not checked to ensure these targets are matched precisely to pupils’ needs. The school monitoring council provides challenge and support to senior leaders. Members of this council want the best for pupils and staff. Nevertheless, the monitoring council does not communicate clearly with the trust board. Members of the trust board do not have the complete picture about what is and is not working at the school, according to the monitoring council.

St Tudy CofE Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>50, "agree"=>38, "disagree"=>8, "strongly_disagree"=>4, "dont_know"=>0} UNLOCK Figures based on 24 responses up to 06-02-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>63, "agree"=>33, "disagree"=>0, "strongly_disagree"=>4, "dont_know"=>0} UNLOCK Figures based on 24 responses up to 06-02-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>29, "agree"=>58, "disagree"=>8, "strongly_disagree"=>0, "dont_know"=>4} UNLOCK Figures based on 24 responses up to 06-02-2024
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>71, "strongly_agree"=>13, "agree"=>8, "disagree"=>4, "strongly_disagree"=>0, "dont_know"=>4} UNLOCK Figures based on 24 responses up to 06-02-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>38, "agree"=>58, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>4} UNLOCK Figures based on 24 responses up to 06-02-2024
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>25, "strongly_agree"=>46, "agree"=>13, "disagree"=>8, "strongly_disagree"=>4, "dont_know"=>4} UNLOCK Figures based on 24 responses up to 06-02-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>40, "agree"=>40, "disagree"=>0, "strongly_disagree"=>20, "dont_know"=>0} UNLOCK Figures based on 10 responses up to 06-02-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>13, "agree"=>71, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>17} UNLOCK Figures based on 24 responses up to 06-02-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>38, "agree"=>50, "disagree"=>4, "strongly_disagree"=>4, "dont_know"=>4} UNLOCK Figures based on 24 responses up to 06-02-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>46, "agree"=>46, "disagree"=>4, "strongly_disagree"=>0, "dont_know"=>4} UNLOCK Figures based on 24 responses up to 06-02-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>29, "agree"=>63, "disagree"=>4, "strongly_disagree"=>0, "dont_know"=>4} UNLOCK Figures based on 24 responses up to 06-02-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>58, "agree"=>29, "disagree"=>13, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 24 responses up to 06-02-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>33, "agree"=>54, "disagree"=>4, "strongly_disagree"=>4, "dont_know"=>4} UNLOCK Figures based on 24 responses up to 06-02-2024
Yes No {"yes"=>88, "no"=>13} UNLOCK Figures based on 24 responses up to 06-02-2024

Responses taken from Ofsted Parent View

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