Stelling Minnis Church of England Primary School
Catchment Area, Reviews and Key Information

Primary
School Guide Rating
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This school has 1 parent review


Bossingham Road
Stelling Minnis
Canterbury
CT4 6DU
01227709218
Pupils
88
Ages
5 - 11
Gender
Mixed
Type
Voluntary controlled school
4 1 1 2 3 4
NATIONAL AVG. 2.08
Ofsted Inspection
(14/3/17)
Full Report - All Reports
71%
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. The school has had significant staffing changes since the last inspection, and a new chair of the governing body. You have worked tirelessly to confront and eradicate weak teaching through the appropriate processes and procedures. Throughout this challenging time, you have worked closely with senior leaders and governors to ensure that a good standard of education has been maintained. Pupils are well prepared for secondary education. Overall, standards for all pupils are above national average in writing, in line with national averages in mathematics and well above the national average in reading. Disadvantaged pupils, however, did not achieve as well as other pupils nationally. It is clear you have the confidence of parents and staff. Parents I spoke to informally at the start of the day told me, ‘We cannot speak highly enough of the school.’ You have lost no time in tackling the impact that previously ineffective teaching has had on current Year 6 pupils. You have put in place measures to support pupils so that any gaps in their understanding are quickly addressed. This has led to accelerated progress and rising standards. Year 5 and 6 pupils are enjoying being taught mathematics in smaller groups. ‘I absolutely love this group and I love maths’, was the response of one Year 6 pupil to the change. Progress from Year 2 to Year 6 in reading, writing and mathematics is now good. The impact of your leadership is evident in the good progress and outcomes for children in the early years. From starting points which are typical for their age, the proportion of children reaching a good level of development in the early years has been above the national average every year since 2014. Children currently in the early years are on track to maintain these same high standards. Your current plans are ambitious for the school, but strategies to check the progress made by different groups of pupils during the course of the year are not sufficiently effective. The school has responded to the last inspection report by giving pupils opportunities to apply what they have learned to real life. A ‘what’s my job?’ day involved parents coming into school and sharing how they applied their learning to real life. Mathematics problems are based on everyday situations, and pupils write about first-hand experiences. Standards have risen significantly in phonics due to more regular and effective teaching. As a result, in 2016 the proportion of pupils who reached the expected standard in Year 1 was greater than those found nationally. Middle leaders are more confident in their role, having taken national professional qualifications for subject leaders. This has led to more rigorous monitoring of the impact of their advice to teachers. Safeguarding is effective. The leadership team has ensured that all safeguarding arrangements are fit for purpose. Records are appropriately detailed and of high quality. All checks for the recruitment of staff suitable to work with pupils are in place. Clear systems are in place for making referrals when concerns arise. Links with external agencies are strong, including those with the local authority. Staff know families and the wider community well and parents told me that they value the prompt action the school takes if any concerns arise. The school site is secure and well-maintained. Pupils at the school feel safe. The older pupils look after the younger ones well on the playground. Pupils know how to keep themselves safe when using the internet. They feel confident that if they have a problem staff will sort it out. Rigorous systems are in place to check why pupils are absent and to hold parents to account. You have convincing evidence to show why individual pupils were absent. You follow up persistent absence on an individual basis. Parents appreciate the support you provide when absence is due to long-term illness. Attendance has improved over the past year to be above the national average.

Stelling Minnis Church of England Primary 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?

Many
Some
Few



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

03000 41 21 21

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.

Stelling Minnis Church of England Primary School Reviews

Average Rating:

BY PARENTS, FOR PARENTS

AUTHOR:
"> This information is extremely useful. Many thanks for this report. My wife and I are looking to move to Stelling Minis and this data gives us a clear indication of what we can expect for our future children in years to come.
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