St Mary's CofE Controlled Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
444
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
0300 200 1004

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
(05/03/2019)
Full Report - All Reports
59%
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)
Hart Road
Byfleet
West Byfleet
KT14 7NJ
01932410300

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You have introduced a sense of urgency about improving the school’s work since your appointment in September 2018. You have prioritised developments appropriately and have begun to address inconsistencies in teaching. You have already achieved considerable success. The quality of pupils’ learning has improved substantially during the past six months. You and your team share ambitious aims for the school’s future. Teachers and teaching assistants have welcomed renewed purpose and direction in the school’s development and are committed to playing their part. There is a buzz about the school’s work, as improvements in teaching are implemented and standards begin to rise. Your positive, honest and open approach to school leadership has quickly won the respect of staff, parents, pupils and governors alike. Parents recognise improvements in the school’s work, including higher expectations of pupils’ learning and behaviour. You and your leadership team have overhauled and updated the assessment system. You have used training well to ensure that teachers make consistently accurate assessments of pupils’ progress. As a result, you have a clear and reliable view of the quality of teaching and learning across the school. Aspirational targets for pupils’ achievement are contributing well to increased expectations of pupils’ learning. Most pupils make strong progress in English and mathematics, and in a range of other subjects. However, historic variations in the quality of teaching have created gaps in some pupils’ knowledge and understanding. This is particularly the case for disadvantaged pupils and for pupils in upper key stage 2. In 2018, standards in reading and mathematics were above the national average at the end of Year 6, including at the higher standard. However, standards in writing were lower than the national average. Recent improvements in teaching mean that teachers identify and address weaknesses in pupils’ understanding much more swiftly than before. However, you rightly recognise that some pupils, including disadvantaged pupils, could achieve more, particularly in writing. You and your team continue to focus on ensuring that all pupils benefit from consistently effective teaching. Strong relationships contribute well to pupils’ enjoyment of school and to their personal and social development. For example, during the inspection a group of boys in Nursery chatted happily together as they pretended to make cakes in the kitchen play area, while pupils in Year 6 worked together maturely during an English lesson as they discussed and completed a writing task. The recently appointed chair of the governing body is currently addressing weaknesses in governance which have hampered the school’s development in the past. He has rightly identified the need to improve governors’ understanding of the school’s performance so that they can hold leaders to account more effectively for pupils’ outcomes. Safeguarding is effective. The school is well organised, tidy and safe. Clear routines and expectations contribute well to the school’s cohesive and orderly environment. Pupils feel safe and secure. They say that behaviour is good in the school and that teachers sort out any concerns quickly. You use training effectively to ensure that staff are clear about their responsibilities for pupils’ safety and knowledgeable about what to do if they have any concerns. You have established an efficient and effective centralised system which enables you and your staff to record, monitor and follow up any safeguarding issues closely. Strong links with agencies enable you to draw on specialist advice wherever necessary to support pupils and their families. You make sure that safeguarding policies are fit for purpose, understood by all members of staff and followed consistently throughout the school. Recruitment checks are fully completed and monitored rigorously so that pupils can learn in a safe environment.

St Mary's CofE Controlled Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>59, "agree"=>34, "disagree"=>2, "strongly_disagree"=>5, "dont_know"=>0} UNLOCK Figures based on 41 responses up to 08-03-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>51, "agree"=>39, "disagree"=>7, "strongly_disagree"=>2, "dont_know"=>0} UNLOCK Figures based on 41 responses up to 08-03-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>46, "agree"=>44, "disagree"=>7, "strongly_disagree"=>2, "dont_know"=>0} UNLOCK Figures based on 41 responses up to 08-03-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>46, "agree"=>44, "disagree"=>7, "strongly_disagree"=>2, "dont_know"=>0} UNLOCK Figures based on 41 responses up to 08-03-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>46, "agree"=>39, "disagree"=>10, "strongly_disagree"=>2, "dont_know"=>2} UNLOCK Figures based on 41 responses up to 08-03-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>44, "agree"=>41, "disagree"=>10, "strongly_disagree"=>5, "dont_know"=>0} UNLOCK Figures based on 41 responses up to 08-03-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>34, "agree"=>29, "disagree"=>12, "strongly_disagree"=>20, "dont_know"=>5} UNLOCK Figures based on 41 responses up to 08-03-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>29, "agree"=>17, "disagree"=>15, "strongly_disagree"=>10, "dont_know"=>29} UNLOCK Figures based on 41 responses up to 08-03-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>41, "agree"=>27, "disagree"=>12, "strongly_disagree"=>7, "dont_know"=>12} UNLOCK Figures based on 41 responses up to 08-03-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>29, "agree"=>41, "disagree"=>2, "strongly_disagree"=>17, "dont_know"=>10} UNLOCK Figures based on 41 responses up to 08-03-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>37, "agree"=>56, "disagree"=>2, "strongly_disagree"=>2, "dont_know"=>2} UNLOCK Figures based on 41 responses up to 08-03-2019
Yes No {"yes"=>93, "no"=>7} UNLOCK Figures based on 41 responses up to 08-03-2019

Responses taken from Ofsted Parent View

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