St Blaise CofE Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
126
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
01865 815175

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
(16/10/2018)
Full Report - All Reports
60%
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)
School Lane
Milton Heights
ABINGDON
OX14 4DR
01235831368

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You provide inspirational and dedicated leadership and, as a result, staff are proud to work at your school. You have an accurate view of the school’s effectiveness and are very reflective in your approach to understanding how to develop the school further. As one parent commented: ‘St Blaise is an amazing school led by a passionate, enthusiastic and great headteacher.’ You have created a strong and nurturing ethos, where diversity is celebrated. Pupils love their small and caring school. They enjoy many aspects of school life, especially going on school trips and carrying out regular science experiments. They say that their teachers are funny and reliable and always willing to support them. Pupils are polite. They are also keen to discuss their learning, which they clearly enjoy. Parents are also complimentary about the school. As one parent wrote: ‘St Blaise is a lovely school. They put the children’s needs first and really focus on giving them the best education possible.’ The previous inspection highlighted many strengths of the school, including strong early years provision and effective governance, both of which remain assets of St Blaise. Governors understand their statutory duties very well. They regularly consider information about pupils’ attainment and progress and, consequently, have a good grasp of how well the school is doing in relation to others nationally. They sensibly reflect on the implications of such small cohort sizes in their analysis of performance information. Governors regularly visit the school to see for themselves the impact that leaders have on school improvement. They are very strategic in their approach to decision-making. For example, any short-term decisions they make tie into the long-term plans regarding the development of the school into oneform entry in 2020. At the last inspection, leaders were asked to ensure that teaching extends the pupils’ vocabulary and that middle leaders were involved in improving the quality of teaching, learning and assessment in the school. You have been very successful here. Leaders were also asked to ensure that teaching challenges the most able pupils. You know that there is still work to be done in this area of school improvement. Since the last inspection, there has been some disruption to staffing, which has led to pupils making uneven progress. Leaders are aware that some pupils have underperformed, and they are focused on making sure that these pupils catch up rapidly. You have identified, particularly, that the progress pupils make in mathematics is too variable across the school. You have ensured that the school is extremely inclusive. Pupils who have special educational needs (SEN) and/or disabilities make strong progress. As a result, a high number of pupils with complex needs join the school. Leaders acknowledge that this, coupled with the very small cohort sizes, can have an adverse effect on published performance information. You remain committed, however, to all pupils being given every opportunity to ‘be the very best that they can be’. Your inclusive practice benefits all pupils. Pupils display a strong understanding of equality, and they speak passionately about their teachers, who, they say, ‘treat us with respect and love’. Safeguarding is effective. Leaders ensure that all safeguarding requirements are fit for purpose. Day-to-day routines are secure. Staff are quick to report any concerns they might have about a pupil. Records are detailed and any necessary actions are completed without delay. Staff are relentless in ensuring that the right help is made available to vulnerable pupils and their families. All appropriate recruitment checks are completed before adults are permitted to work with pupils in school. Governors undergo regular safeguarding training and diligently carry out visits to the school to ensure that all aspects of safeguarding are secure. Pupils say that they feel safe at school. They say that bullying is ‘quite rare’ and that if it were to happen teachers would sort it out quickly. One pupil said to me, ‘If you are feeling sad, there is always someone to talk to.’ Pupils have a good understanding of e-safety. Inspection findings At the beginning of the inspection, we agreed that we would focus on: how effectively leaders ensure strong progress in mathematics; how well teachers challenge the most able pupils; how well leaders ensure that children make a good start to school in Reception; and the effectiveness of the curriculum.

St Blaise CofE Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>86, "agree"=>6, "disagree"=>6, "strongly_disagree"=>3, "dont_know"=>0} UNLOCK Figures based on 36 responses up to 16-10-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>86, "agree"=>11, "disagree"=>3, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 36 responses up to 16-10-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>78, "agree"=>14, "disagree"=>8, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 36 responses up to 16-10-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>81, "agree"=>14, "disagree"=>6, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 36 responses up to 16-10-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>83, "agree"=>11, "disagree"=>6, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 36 responses up to 16-10-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>67, "agree"=>28, "disagree"=>6, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 36 responses up to 16-10-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>58, "agree"=>33, "disagree"=>8, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 36 responses up to 16-10-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>61, "agree"=>17, "disagree"=>6, "strongly_disagree"=>3, "dont_know"=>14} UNLOCK Figures based on 36 responses up to 16-10-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>83, "agree"=>8, "disagree"=>8, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 36 responses up to 16-10-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>72, "agree"=>17, "disagree"=>11, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 36 responses up to 16-10-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>78, "agree"=>11, "disagree"=>8, "strongly_disagree"=>3, "dont_know"=>0} UNLOCK Figures based on 36 responses up to 16-10-2018
Yes No {"yes"=>92, "no"=>8} UNLOCK Figures based on 36 responses up to 16-10-2018

Responses taken from Ofsted Parent View

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