Christ Church CofE Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
129
AGES
3 - 11
GENDER
Mixed
TYPE
Voluntary controlled school
SCHOOL GUIDE RATING
unlock
UNLOCK

Can I Get My Child Into This School?

Enter a postcode to see where you live on the map
heatmap example
Sample Map Only
Very Likely
Likely
Less Likely

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
0345 678 9008

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
(03/07/2023)
Full Report - All Reports
74%
NATIONAL AVG. 60%
% pupils meeting the expected standard in reading, writing and mathematics



Unlock The Rest Of The Data Now
We've Helped 20 Million Parents
  • See All Official School Data
  • View Catchment Area Maps
  • Access 2024 League Tables
  • Read Real Parent Reviews
  • Unlock 2024 Star Ratings
  • Easily Choose Your #1 School
£19.95
Per month

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)
Sheinton Road
Cressage
Shrewsbury
SY5 6DH
01952 510383

School Description

As a result of your determined and highly committed leadership the school has maintained the good quality of education since the last inspection. You have continued to secure good outcomes for pupils which by the end of Year 6 exceed national expectations in reading, writing and mathematics. Outcomes in early years are improving rapidly. Teaching remains strong. Governors and leaders have ensured stability and future sustainability for the school during a time of significant changes in leadership. You and governors are clear about why the school is not yet outstanding and what needs to be done to secure further improvements. Parents are overwhelmingly positive about the leadership of the school. Almost all who responded said they would recommend the school to another parent. The ethos of the school, which is rooted in its Christian values, underpins every aspect of school life. However there is more to do to develop pupils’ understanding and experience of cultural diversity in the United Kingdom. Pupils said it is a very caring school. In mixed-age classes pupils often receive bespoke provision according to their individual needs. The school recognises that attendance of the very small numbers of disadvantaged pupils or those who have special educational needs and/or disabilities is improving too slowly. At the time of the school’s last inspection in 2013, inspectors reported that more teaching should be outstanding and that pupils’ progress should improve across Years 3 to 6 in mathematics. You have maintained the good quality of teaching and improved the teaching of mathematics so that outcomes are now rapidly improving by the end of Year 6. You are aware that not enough pupils go on to achieve higher standards in reading and mathematics or are working in greater depth in writing. Safeguarding is effective. Leaders make sure that safeguarding is their number-one priority, however busy they may be. They ensure that staff are well trained and fully up-to-date with the latest information and guidance. All staff are encouraged to adopt a culture of vigilance in looking out for the well-being of pupils, including those who may have medical needs. Pupils spoken to during the inspection said that they feel very safe. Detailed records of concerns are kept and referrals to other agencies are carried out promptly. Governors have a wealth of knowledge about most aspects of safeguarding that they use to ensure that leaders meet their statutory requirements. However, leaders’ monitoring and analysis of behaviour incidents is not rigorous enough to allow governors to evaluate any emerging trends or patterns. Inspection findings Teachers are adept at teaching mixed-aged classes. They make sure that work is suitably challenging for different groups of pupils given their various starting points. They deploy additional adults well so that most pupils, including those at risk of falling behind, are making at least expected progress. According to the school’s recent survey of pupils, they were highly positive about the changes introduced in mathematics that enable them to problem-solve and work in greater depth. Outcomes at the end of Year 6 for current pupils in reading, writing, mathematics and English grammar, punctuation and spelling all compare favourably with standards nationally. There has been an increase in the proportion of most-able pupils reaching higher standards in reading and working in greater depth in writing. However, there are still no pupils working at greater depth in reading, writing and mathematics combined by the end of Year 6. The proportion of higher-attaining boys working at a greater depth in writing across the school remains low. Outcomes for boys in writing across the school have improved since last year’s tests and assessments. The school has worked well with Shrewsbury Town Football Club as a means of enthusing more boys in their writing. Almost all pupils have met the phonics standards for the end of Year 1 this year, including all boys in the cohort. Outcomes in early years have continued to improve each year from a low base in 2014. This year’s outcomes are well above national expectations, including in writing, physical development and personal, social and emotional development. There are too few boys in Reception to evaluate their outcomes in 2017. The outdoors physical environment has been significantly enhanced. Both inside and outside areas have clear learning zones which promote literacy and numeracy. Leaders also provide opportunities for creative development and science, for example investigating which materials melt in the sun and which do not. The outside area has been designed with a view to engaging the interest of boys more in physical activities and to develop their self-confidence. Opportunities for using computers and technology in the early years are very limited however. Most of the very small numbers of disadvantaged pupils and those who have special educational needs and/or disabilities are doing well in their learning, including in writing. Where they are not, leaders have identified the individual pupils who are in danger of falling behind, and have put in place further measures to help them to catch up. Pupils enjoy their learning and those spoken to were especially keen on art and physical education. Pupils behave well in and around school. Pupils reported that behaviour was good and they welcomed the role of pupil peer mediators, who help to resolve any arguments or disputes between pupils. The previously high proportion of permanent and fixed-term exclusions has been significantly reduced. Even so, leaders’ recording of behaviour incidents is not yet analytical enough to enable governors to know whether any patterns or trends are emerging. The rate of pupil attendance has been maintained at above average compared to national figures. The attendance of the very small numbers of disadvantaged pupils and those who have special educational needs and/or disabilities is still below average, and is not improving quickly enough. Strategies adopted to promote better attendance for these pupils have had limited effect. Pupils’ understanding and experience of cultural diversity in the United Kingdom is very limited, particularly regarding the major faiths that are represented, other than Christianity. The website does not meet the Department for Education (DfE) requirements for information the school should publish on key stage 2 results, curriculum content for each year group, its accessibility plan and governance. Next steps for the school Leaders and those responsible for governance should ensure that: more pupils in each year group, including boys, from the start of key stage 1 onwards are working at higher standards in reading and mathematics and in greater depth in writing the attendance of disadvantaged pupils and those who have special educational needs and/or disabilities is improving more rapidly the records of behaviour incidents are analysed with more rigour by senior leaders pupils have more experience and understanding of cultural diversity in the United Kingdom the website meets the DfE requirements for information the school should publish.

News, Photos and Open Days from Christ Church CofE Primary School
Last update: 03 May 2019

We are proud to be a village school with a family-feel.  With the highest expectations of academic achievement we also place a great emphasis on happiness, fitness and fun!  Have a look at our website www. christchurchcressage.co.uk and social media feeds (@ChristChurchSY5) for up to date information.

Christ Church CofE Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>84, "agree"=>14, "disagree"=>3, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 73 responses up to 05-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>84, "agree"=>15, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>1} UNLOCK Figures based on 73 responses up to 05-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>78, "agree"=>22, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 73 responses up to 05-07-2023
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>64, "strongly_agree"=>21, "agree"=>10, "disagree"=>1, "strongly_disagree"=>0, "dont_know"=>4} UNLOCK Figures based on 73 responses up to 05-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>86, "agree"=>12, "disagree"=>1, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 73 responses up to 05-07-2023
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>15, "strongly_agree"=>70, "agree"=>11, "disagree"=>1, "strongly_disagree"=>3, "dont_know"=>0} UNLOCK Figures based on 73 responses up to 05-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>80, "agree"=>10, "disagree"=>5, "strongly_disagree"=>5, "dont_know"=>0} UNLOCK Figures based on 20 responses up to 05-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>74, "agree"=>21, "disagree"=>4, "strongly_disagree"=>1, "dont_know"=>0} UNLOCK Figures based on 73 responses up to 05-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>79, "agree"=>15, "disagree"=>3, "strongly_disagree"=>1, "dont_know"=>1} UNLOCK Figures based on 73 responses up to 05-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>78, "agree"=>19, "disagree"=>1, "strongly_disagree"=>1, "dont_know"=>0} UNLOCK Figures based on 73 responses up to 05-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>84, "agree"=>14, "disagree"=>3, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 73 responses up to 05-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>78, "agree"=>19, "disagree"=>1, "strongly_disagree"=>1, "dont_know"=>0} UNLOCK Figures based on 73 responses up to 05-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>79, "agree"=>15, "disagree"=>1, "strongly_disagree"=>3, "dont_know"=>1} UNLOCK Figures based on 73 responses up to 05-07-2023
Yes No {"yes"=>95, "no"=>5} UNLOCK Figures based on 73 responses up to 05-07-2023

Responses taken from Ofsted Parent View

Your rating:
Review guidelines
  • Do explain who you are and your relationship to the school e.g. ‘I am a parent…’
  • Do back up your opinion with examples or clear reasons but, remember, it’s your opinion not fact.
  • Don’t use bad or aggressive language.
  • Don't go in to detail about specific staff or pupils. Individual complaints should be directed to the school.
  • Do go to the relevant authority is you have concerns about a serious issue such as bullying, drug abuse or bad management.
Read the full review guidelines and where to find help if you have serious concerns about a school.
We respect your privacy and never share your email address with the reviewed school or any third parties. Please see our T&Cs and Privacy Policy for details of how we treat registered emails with TLC.