Lamberhurst St Mary's CofE (Voluntary Controlled) Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
206
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
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 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
(07/03/2023)
Full Report - All Reports
73%
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)
Pearse Place
Lamberhurst
Tunbridge Wells
TN3 8EJ
01892890281

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You provide the school with purposeful, effective leadership. You have successfully established a clear, embedded vision of high expectations and continual improvement. You, the governors and staff work together as a strong, cohesive team. You are planning effectively for the school’s joining of a multi-academy trust. Ably supported by your deputy headteacher, you have worked quickly and effectively to ensure that all leaders work together well to meet the needs of the school as it expands. As one parent said, ‘New pupils are made to feel very welcome; they are well looked after and the existing pupils are kind and welcoming too.’ There is a wonderful atmosphere in the school. You and your staff go the extra mile to make sure that school is not only about learning during lesson time. You provide a wide range of clubs which make school exciting and fun. Older pupils said that they greatly enjoyed a recent residential visit where they learned new skills such as skiing. Staff confirm that you encourage, challenge and support them to improve continually. They are very positive about your leadership and feel that the school has improved since the previous inspection. They are proud to be members of the staff team. This reflects your relentless commitment to ensuring that everyone, adults and pupils alike, are helped and encouraged to achieve their very best. Pupils are happy, confident, achieving well, and also have great pride in their school. Parents concur with this view. Regardless of their starting points and needs, you and the staff have high aspirations for all pupils and share these with them. Other leaders and governors share your passion and vision. During the open day held on the day of the inspection, many pupils shared their enjoyment about their learning with their parents. One pupil commented, ‘I love trying new things and going to new places – it makes me feel excited about what I am doing.’ You have worked effectively to implement the revised national curriculum while ensuring that individual pupils’ needs are met. Leaders and staff keep a close eye on the progress of each pupil. You are not complacent and constantly review the way that you use assessment information to best secure better outcomes for pupils, including challenging the most able. Pupils’ progress is now assessed precisely, and if any pupils are not making fast enough progress, leaders address this promptly. Teachers are working together well to develop relevant systems to assess and record pupils’ progress in subjects beyond English and mathematics. You ensure that the quality of teaching and the curriculum are strengths. These contribute significantly to pupils’ success in applying their reading, writing and mathematical skills confidently. Pupils benefit from taking part in a good range of curriculum and extra-curricular opportunities. As a result, they leave school as positive, self-assured young people, ready for the next stage of their learning. They are able to reflect on their views on school life and what is working well and what is not. However, leaders and governors do not yet seek pupils’ views systematically, as part of their evaluation of the school’s work. You have worked effectively on the recommended areas for improvement identified at the previous inspection. Teaching is consistently good or better over time. Teachers provide pupils with exciting stimulus and greater challenge in their writing to enable them to make better progress from their starting points. Safeguarding is effective. You and the governing body ensure that there is a strong culture of safeguarding in the school. Together with the school business manager, you make sure that all checks on the suitability of adults to work with children are completed meticulously. Staff receive up-to-date training, including how to identify any form of abuse or whether any pupils are at risk of radicalisation and extremism. All policies reflect the latest statutory guidance and all staff follow these unfailingly. They understand their responsibility for the safety of pupils and follow procedures precisely. For example, a recent trip to London was planned with appropriate care and attention. You draw upon the support of external agencies in a timely manner when and where needed. This supports you effectively in your role as designated safeguarding lead, and ensures that all pupils are well looked after and safe. Pupils are taught well how to stay safe, including when they learn about internet safety. As a result, pupils are confident in knowing how to respond and whom to speak to if they need help or are worried about something. Inspection findings During this inspection, we looked closely at specific aspects of the school’s provision. These included the effectiveness of safeguarding arrangements; pupils’ achievement in writing; the teaching of mathematics and science; and how well leaders have ensured that the school supports pupils who have special educational needs and/or disabilities to make good progress.

Lamberhurst St Mary's CofE (Voluntary Controlled) Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>67, "agree"=>28, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>2} UNLOCK Figures based on 46 responses up to 07-03-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>74, "agree"=>26, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 46 responses up to 07-03-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>59, "agree"=>37, "disagree"=>4, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 46 responses up to 07-03-2023
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>67, "strongly_agree"=>11, "agree"=>4, "disagree"=>11, "strongly_disagree"=>0, "dont_know"=>7} UNLOCK Figures based on 46 responses up to 07-03-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>48, "agree"=>43, "disagree"=>7, "strongly_disagree"=>0, "dont_know"=>2} UNLOCK Figures based on 46 responses up to 07-03-2023
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>30, "strongly_agree"=>39, "agree"=>13, "disagree"=>11, "strongly_disagree"=>2, "dont_know"=>4} UNLOCK Figures based on 46 responses up to 07-03-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>67, "agree"=>13, "disagree"=>13, "strongly_disagree"=>7, "dont_know"=>0} UNLOCK Figures based on 15 responses up to 07-03-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>39, "agree"=>50, "disagree"=>9, "strongly_disagree"=>0, "dont_know"=>2} UNLOCK Figures based on 46 responses up to 07-03-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>57, "agree"=>39, "disagree"=>4, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 46 responses up to 07-03-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>54, "agree"=>39, "disagree"=>2, "strongly_disagree"=>2, "dont_know"=>2} UNLOCK Figures based on 46 responses up to 07-03-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>61, "agree"=>39, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 46 responses up to 07-03-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>78, "agree"=>20, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 46 responses up to 07-03-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>57, "agree"=>26, "disagree"=>11, "strongly_disagree"=>0, "dont_know"=>7} UNLOCK Figures based on 46 responses up to 07-03-2023
Yes No {"yes"=>98, "no"=>2} UNLOCK Figures based on 46 responses up to 07-03-2023

Responses taken from Ofsted Parent View

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