The Spalding St John the Baptist Church of England Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
429
AGES
4 - 11
GENDER
Mixed
TYPE
Voluntary aided school
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
01522 782030

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
(1/2/17)
Full Report - All Reports
65%
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

Hawthorn Bank
Spalding
PE11 1JQ
01775722644

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You have recently successfully steered the school through a turbulent time of staffing and governance change. Your self-evaluation summary is accurate and the plans for school improvement are clear and concise. As a result of this, the experienced deputy head teacher, phase leaders and governors know the strengths and areas for development in the school very well. In 2016, pupil outcomes at the end of key stage 2 dipped in writing. However, you have swiftly identified the reasons for this and have taken decisive action to ensure that the development of pupils’ spelling, punctuation and grammar skills is becoming embedded in extended pieces of writing. You have also begun to moderate pupils’ work with other schools to ensure that teachers’ assessments of pupils’ writing are accurate. Parents are overwhelming in their praise for the efforts taken by you and your staff to ensure that pupils feel safe, make good progress and enjoy their time at the school. One parent commented, ‘I can’t fault it, it’s a brilliant school.’ The previous inspection report highlighted the need for staff to share outstanding practice and to ensure that lesson observations have a clear focus on the impact of teaching on the learning and progress of all pupils. It is clear from my discussions with you and with senior leaders that you have addressed this well, for example through teachers observing each other teach and providing them with more opportunities to share ideas. At the previous inspection, inspectors identified the need for teachers to check regularly, throughout lessons, that pupils are clear about their work and that teachers use questioning more effectively to engage pupils in their learning. As I toured the school with you, I spoke to many pupils who were clear about what they had been asked to do. Their comments indicated that this was a typical occurrence. I also heard many examples of teachers and teaching assistants asking questions that helped to deepen pupils’ knowledge and understanding. Leaders have therefore been successful in addressing the areas for improvement highlighted at the previous inspection. When visiting classrooms with you, I observed many examples of pupils who were concentrating and fully engaged in activities. There is a distinct ‘working atmosphere’ in classes as pupils confidently discuss their learning with each other and with other adults. In Year 2, for example, pupils were challenged appropriately to deepen their knowledge of fractions. In Year 5, pupils were enjoying improving a piece of writing about a highwayman by changing vocabulary, adding clauses, similes and examples of alliteration. Pupils are well behaved, both in classrooms and when outside. They look smart in their uniform and are polite with each other, adults and visitors. They take pride in their work and in their school. You have correctly identified that teaching assistants can occasionally offer too much support for pupils. I observed that recent training for teaching assistants has encouraged them to ask more thought-provoking and open-ended questions. This successfully helps pupils develop their confidence and independence when completing activities. Leaders are committed to providing pupils with a broad, balanced and extended curriculum. One such example is the ‘growing project’ and on-site allotment. This allows pupils to deepen their scientific knowledge as well as their understanding of how food is produced. The good work the school is doing to promote pupils’ spelling, punctuation and grammar skills, and to ensure that these skills are then transferred into pupil’s extended writing across the curriculum, needs to continue. The school would benefit from further increasing opportunities for teachers to externally moderate pupils’ extended writing in order to validate the accuracy of their own assessment judgements. Governors, new to the role, understand that they need to develop their knowledge of the new accountability measures. This would enable them to challenge school leaders more robustly about the progress made by different groups of pupils, particularly those from disadvantaged backgrounds.

The Spalding St John the Baptist Church of England Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree 60% Agree 26% Disagree 8% Strongly Disagree 4% Don't Know 2% {"strongly_agree"=>60, "agree"=>26, "disagree"=>8, "strongly_disagree"=>4, "dont_know"=>2} Figures based on 53 responses up to 11-09-2018
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Figures based on 53 responses up to 11-09-2018

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Figures based on 53 responses up to 11-09-2018

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Figures based on 53 responses up to 11-09-2018

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Figures based on 53 responses up to 11-09-2018

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Figures based on 53 responses up to 11-09-2018

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Figures based on 53 responses up to 11-09-2018

unlock

Figures based on 53 responses up to 11-09-2018

unlock

Figures based on 53 responses up to 11-09-2018

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Figures based on 53 responses up to 11-09-2018

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Figures based on 53 responses up to 11-09-2018

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Figures based on 53 responses up to 11-09-2018

Responses taken from Ofsted Parent View

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