The St Peter and St Paul C of E Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
205
AGES
4 - 11
GENDER
Mixed
TYPE
Voluntary controlled 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, 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?

Good
NATIONAL AVG. 2.09
Ofsted Inspection
(29/03/2022)
Full Report - All Reports
74%
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)
Wainfleet Road
Burgh-le-Marsh
Skegness
PE24 5ED
01754810241

School Description

Pupils enjoy attending this school. They understand and celebrate their locality through projects such as ‘why the world needs Lincolnshire’. All pupils know the importance of the three school values. Teachers encourage pupils to demonstrate respect, courage and compassion in their daily lives. Teachers have high expectations of pupils’ behaviour and there is little to no disruption in the classrooms. Pupils say that bullying does not happen at this school. They are very confident that teachers would not tolerate any form of bullying. Leaders at the school create a caring ethos. The school is calm and orderly at all times. Everyone looks out for one another in the school community. Pupils who act as ‘mini police’ help pupils who look upset or lonely. Pupils say that they feel safe in this caring environment. In assemblies, pupils use British sign language to sing songs and take part in events such as World Afro Day. Pupils say that the school teaches them to be inclusive. Parents and carers are overwhelmingly positive about the work the school does to support and educate the pupils that attend. As one parent put it: ‘Children go from buds all the way through to blossoming at this school.’ What does the school do well and what does it need to do better? Leaders have ensured that the curriculum is broad. Pupils study all the subjects that make up the national curriculum. In many subjects, leaders have ensured that teachers know what they need to teach and when. In these subjects, teachers understand how pupils build their knowledge over time. They support pupils to develop an appropriate depth of knowledge. In a few subjects, however, subject leaders are still identifying the precise knowledge pupils need to learn. Pupils do not yet build a sufficient depth of knowledge in these subjects. Teachers have good subject knowledge in most subjects. They choose resources well to help pupils to understand important concepts. Teachers ask appropriate questions in some lessons to check if pupils know and remember important vocabulary. For example, in science, teachers check that pupils understand the difference between insulators and conductors. In some subjects, teachers do not use assessment well enough. They do not always check that pupils remember the most important vocabulary and knowledge. Pupils sometimes have gaps in their knowledge when this occurs. Children start to learn the sounds that letters make as soon as they start Reception. Leaders have made sure that every teacher and teaching assistant is an early reading expert. All those who teach reading use a consistent approach. Teachers match reading books to the sounds that pupils know. Pupils become confident and Inspection report: The St Peter and St Paul C of E Primary School 29 and 30 March 2022 2 fluent readers. Teachers check with precision that pupils are remembering the sounds that letters make. When pupils fall behind, teachers intervene swiftly to help them keep up. Pupils with special educational needs and/or disabilities (SEND) are extremely well supported. They access the full curriculum. Teachers adapt teaching so that pupils with SEND can take part in the same activities as other pupils. Pupils with SEND achieve well at this school. Language and communication are at the heart of the curriculum in Reception. Children learn to take turns and share. They engage in role play around planned themes such as ‘people that help us’. In doing so, children learn about the police and fire brigade. The birdwatching hide supports children’s understanding of the world as they observe birds gather food to feed their young. Staff use the outside area well to support children to learn across all seven areas of learning. The curriculum goes beyond the academic. Teachers ensure that pupils learn about online safety and how to stay healthy. Many pupils and teachers take part in ‘5 a day’. This is 5 minutes of physical activity during the school day, reminding pupils to stay active. Pupils have a good understanding of healthy relationships. Leaders state that competing in sports is an important part of school life. Many pupils enjoy representing the school in cross country and other sporting events. All pupils benefit from at least one residential trip and other trips, including to the National Space Centre in Leicester. Governors understand their roles and hold leaders to account. They challenge effectively when leaders need to improve the school. All staff are proud to work at this school. Many staff acknowledge that leaders consider their workload and wellbeing.

The St Peter and St Paul C of E Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>78, "agree"=>17, "disagree"=>5, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 58 responses up to 30-03-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>79, "agree"=>17, "disagree"=>3, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 58 responses up to 30-03-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>60, "agree"=>36, "disagree"=>3, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 58 responses up to 30-03-2022
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>78, "strongly_agree"=>7, "agree"=>5, "disagree"=>9, "strongly_disagree"=>0, "dont_know"=>2} UNLOCK Figures based on 58 responses up to 30-03-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>57, "agree"=>29, "disagree"=>12, "strongly_disagree"=>2, "dont_know"=>0} UNLOCK Figures based on 58 responses up to 30-03-2022
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>29, "strongly_agree"=>48, "agree"=>12, "disagree"=>7, "strongly_disagree"=>2, "dont_know"=>2} UNLOCK Figures based on 58 responses up to 30-03-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>92, "agree"=>0, "disagree"=>0, "strongly_disagree"=>8, "dont_know"=>0} UNLOCK Figures based on 12 responses up to 30-03-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>59, "agree"=>31, "disagree"=>3, "strongly_disagree"=>0, "dont_know"=>7} UNLOCK Figures based on 58 responses up to 30-03-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>67, "agree"=>28, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>3} UNLOCK Figures based on 58 responses up to 30-03-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>53, "agree"=>38, "disagree"=>7, "strongly_disagree"=>2, "dont_know"=>0} UNLOCK Figures based on 58 responses up to 30-03-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>66, "agree"=>29, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>3} UNLOCK Figures based on 58 responses up to 30-03-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>76, "agree"=>24, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 58 responses up to 30-03-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>57, "agree"=>31, "disagree"=>3, "strongly_disagree"=>0, "dont_know"=>9} UNLOCK Figures based on 58 responses up to 30-03-2022
Yes No {"yes"=>93, "no"=>7} UNLOCK Figures based on 58 responses up to 30-03-2022

Responses taken from Ofsted Parent View

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