Snodland CofE Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
407
AGES
4 - 11
GENDER
Mixed
TYPE
Voluntary aided 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
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
(18/10/2022)
Full Report - All Reports
51%
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)
Roberts Road
Snodland
ME6 5HL
01634241251

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. Pupils achieve well across the school in a range of subjects. Outcomes at the end of the early years and key stages 1 and 2 are at or above national figures. Results of the Year 1 phonics screening check are also above national expectations. The changes that you have made to the structure and development of your leadership team have ensured that raising standards for all groups of pupils, including disadvantaged pupils, is a clear priority. You have a very clear vision for the school and you are making rapid and necessary changes. You, along with your leadership team and governors, fully understand the areas for development within the school. You have appropriate strategic plans and current actions in place to address and improve them. You and your staff have developed an ethos and culture of nurturing throughout the school and this extends to support for families where needed. As one parent commented, ‘This is a lovely school with a great support network for parents who may need it.’ The strong Christian ethos is evident in all aspects of school life and one pupil described it as, ‘the best thing about this school’. Around the school and in classrooms, pupils behave well, care about each other and feel safe. All pupils are engaged and interested in their learning and are making good progress as a result. They are polite and friendly, and enjoy talking about their learning. Pupils are rightly proud of their school and their learning. Across the school, pupils hold a variety of roles with responsibility. These include environment enhancers, eco warriors, anti-bullying ambassadors, playground buddies and mediators, play leaders, and leading lights – who help to plan and lead collective worship. Pupils have helpful opportunities to shape the direction of the school, including when governors take account of the school council’s annual reports to them. The vast majority of parents who responded to Parent View were extremely positive about the school and would recommend it to others. A parent commented that, ‘This is a fabulous school, with the children’s teaching and learning at its core.’ Parents feel involved in school life and well-informed about developments and changes. You and your leadership team have developed a suitable tracking system that allows you to see how well pupils, and groups of pupils, are making progress in their learning. This enables your whole staff team to monitor and understand the impact that the interventions they provide have on pupils’ progress, to make any necessary adjustments and to plan for pupils’ next steps in learning. Furthermore, the information that this monitoring provides allows governors and leaders to ask pertinent questions about what more could be achieved. At the time of the previous inspection, leaders were asked to develop writing across the school. Improvement is evident. This has been achieved through several initiatives and has been highly successful as outcomes for writing across the school, including in the early years, are above national figures. Leaders recognise that mathematics now needs to become a focus as outcomes have dipped over recent years. Relevant work has already started and appropriate support is in place to raise pupils’ attainment in mathematics. The impact of this work is already being seen through accelerated pupils’ progress in this subject and your actions must continue to ensure that this is sustained. Staff are overwhelmingly positive about the school and are proud to work here. Development and training for all staff is a strength. Your recent restructuring of the leadership team was designed to provide succession planning for the school. This has resulted in a much wider distribution of knowledge and responsibilities. However, these new middle leaders need time to further develop their skills and understanding. Safeguarding is effective. The leadership team has ensured that all safeguarding arrangements are fit for purpose and records are detailed and of high quality. Staff have an up-to-date knowledge of current safeguarding requirements and have received recent training. They are vigilant about the risks posed to children and know how to report any concerns they may have. Pupils’ well-being is central to the life of the school. Helpfully, visitors and staff are reminded about the school’s safeguarding statement upon arrival at the school. This ensures that all are mindful of their responsibilities. Leaders work closely with families to support any pupil whose circumstances make them vulnerable. Your focused work on addressing absence rates for some groups of pupils is beginning to have impact. The introduction of a breakfast club for invited pupils has ensured that this group are more regularly in school on time. Pupils across the school have learned about what bullying is and know what to do if they ever feel worried or concerned about their own safety, or that of others. They know that they can talk to an anti-bullying ambassador or a peer mediator as well as to adults at the school. Pupils report that bullying rarely happens and are confident that adults in the school deal effectively with these rare occurrences. You ensure that e-safety is given a high profile and leaders ensure that parents are aware of how to keep their children safe online. Inspection findings During this inspection, I focused particularly on the following aspects of the school: the effectiveness of the school’s work to keep pupils safe; how well current pupils achieve and make progress, particularly in mathematics across the school and reading in key stage 1; how leaders ensure that outcomes for disadvantaged pupils are improving; how effective leaders are in developing teaching and learning; and the effectiveness of governance. Leaders are very clear about the measures needed to raise standards in mathematics. The current focus on developing pupils’ mastery skills and their vocabulary for oral reasoning is appropriate. There is a high level of helpful consistency in the delivery and recording of mathematical learning across the school. In the teaching of phonics, teachers ensure that tasks are well matched to pupils’ starting points. As a result, pupils make good progress. Disadvantaged pupils are supported well in their acquisition of early reading skills. Reading has a high priority, so that pupils enjoy reading and have access to a wide variety of books. All pupils are expected to read daily and those who do not read regularly at home are supported effectively in school. This is helpful. Your restructuring of the teaching of guided reading has ensured that pupils’ skills are developed more securely. The links between home and school are strong and parents respond well to the reading tasks which they are asked to support. Disadvantaged pupils are confident to talk about their learning and show a real pride in their achievements. A wide range of helpful interventions is in place to ensure that the recent accelerated progress made by disadvantaged pupils is sustained. Helpfully, the leader who focuses on improving outcomes for disadvantaged pupils and the nominated governor work effectively together. They closely monitor and evaluate the impact of interventions on pupils’ progress. As a result, the gaps in achievement between disadvantaged pupils and other pupils nationally are beginning to narrow. You ensure that the quality of teaching and learning is regularly monitored. Staff are supported well through a strong programme of professional development and mentoring. Importantly, performance management for staff is closely linked to pupils’ outcomes and to curriculum development. The distribution of leadership is a strength of the school, with many leaders having a deep and thorough knowledge of their area of responsibility. Leadership is supported well by the local authority, whose officers have a good understanding of the needs of the school. Governors know and understand the school well. They challenge school leaders robustly and monitor the school’s performance effectively. They plan strategically to ensure that the school continues to flourish. Next steps for the school Leaders and those responsible for governance should ensure that: leaders continue to develop their skills and expertise targeted and effective use of pupil premium funding continues to raise standards for disadvantaged pupils, to diminish any differences between their achievement and that of other pupils leaders monitor improvements to teaching and learning in mathematics, to evaluate the impact on pupils’ outcomes and identify next steps. I am copying this letter to the chair of the governing body, the director of education for the Diocese of Rochester and the director of children’s services for Kent. This letter will be published on the Ofsted website. Yours sincerely Marcia Goodwin Ofsted Inspector Information about the inspection During the inspection, I met with you, the deputy headteacher, members of the senior leadership team and the inclusion manager. I met with four governors, including the chair of the governing body. I also met with a local authority representative. Together with you and the deputy headteacher, I visited 13 classes. During these observations, and also separately, I talked with pupils about their learning and looked at the work in their books. I also talked to pupils at breaktime. I reviewed a range of pupils’ workbooks and listened to two pupils read. I spoke to parents at the beginning of the day. I took account of 46 responses to Ofsted’s online Parent View questionnaire and one email from a parent, 34 responses from members of staff, and 98 responses from pupils, to Ofsted’s questionnaires. I reviewed the school’s website and sampled a range of documents, including leaders’ evaluation of the school’s effectiveness, the school’s development plan and documents relating to safeguarding. I also looked at information about pupils’ learning and progress, and records relating to safeguarding, exclusions and attendance.

Snodland CofE Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>79, "agree"=>19, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 52 responses up to 20-10-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>87, "agree"=>12, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>2} UNLOCK Figures based on 52 responses up to 20-10-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>69, "agree"=>23, "disagree"=>8, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 52 responses up to 20-10-2022
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>79, "strongly_agree"=>10, "agree"=>4, "disagree"=>4, "strongly_disagree"=>0, "dont_know"=>4} UNLOCK Figures based on 52 responses up to 20-10-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>81, "agree"=>13, "disagree"=>4, "strongly_disagree"=>0, "dont_know"=>2} UNLOCK Figures based on 52 responses up to 20-10-2022
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>21, "strongly_agree"=>65, "agree"=>6, "disagree"=>4, "strongly_disagree"=>4, "dont_know"=>0} UNLOCK Figures based on 52 responses up to 20-10-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>60, "agree"=>0, "disagree"=>20, "strongly_disagree"=>0, "dont_know"=>20} UNLOCK Figures based on 10 responses up to 20-10-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>63, "agree"=>31, "disagree"=>2, "strongly_disagree"=>2, "dont_know"=>2} UNLOCK Figures based on 52 responses up to 20-10-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>75, "agree"=>21, "disagree"=>2, "strongly_disagree"=>2, "dont_know"=>0} UNLOCK Figures based on 52 responses up to 20-10-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>52, "agree"=>42, "disagree"=>6, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 52 responses up to 20-10-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>83, "agree"=>17, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 52 responses up to 20-10-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>85, "agree"=>15, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 52 responses up to 20-10-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>54, "agree"=>27, "disagree"=>10, "strongly_disagree"=>2, "dont_know"=>8} UNLOCK Figures based on 52 responses up to 20-10-2022
Yes No {"yes"=>94, "no"=>6} UNLOCK Figures based on 52 responses up to 20-10-2022

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.


News, Photos and Open Days from Snodland CofE Primary School

We are waiting for this school to upload information. Represent this school?
Register your details to add open days, photos and news.

Do you represent
Snodland CofE Primary School?

Register to add photos, news and download your Certificate of Excellence 2023/24

*Official school administrator email addresses

(eg [email protected]). Details will be verified.

Questions? Email [email protected]

We're here to help your school to add information for parents.

Thank you for registering your details

A member of the School Guide team will verify your details within 2 working days and provide further detailed instructions for setting up your School Noticeboard.

For any questions please email [email protected]