St Helen's Church of England School
Catchment Area, Reviews and Key Information

Primary
PUPILS
210
AGES
2 - 11
GENDER
Mixed
TYPE
Academy converter
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
0345 155 1019

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
(08/11/2022)
Full Report - All Reports
66%
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)
Abbotsham
Bideford
EX39 5AP
01237475276

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You have recruited a strong team of leaders across school who are carefully trained to carry out their roles. This has allowed you to focus clearly on securing improvements to the quality of teaching and pupils’ learning. Together, you have gained the confidence of the school community. You have been able to influence change and make improvements very quickly due to your skills as a leader. Leaders throughout the school, including governors, have a secure understanding of the school’s strengths and the areas to work on. Governors provide strong support and effective challenge. As a result, the school has made significant improvements in a number of key areas since the last inspection. For example, well-considered changes to the curriculum have led to an improvement in the quality of pupils’ work. In addition, focused work to improve attendance has been successful and has resulted in reduced rates of absence. However, further work is required so that all teachers have high expectations of pupils’ learning in key stage 1, especially during the transition from the early years. At the previous inspection, you were asked to increase the opportunities for pupils to extend their thinking and evaluate their learning. Inspection findings confirm that all learners, including the most able, are able to direct their own learning. Pupils use critical thinking skills in mathematics consistently. Pupils decide for themselves which strategies to use to improve their work. Opportunities are provided for every pupil to discover new areas of talent. You were also asked to improve the curriculum by extending the opportunities for pupils to use new technology to enhance their learning. Your work in this regard is highly effective. During my visit, it was evident that all teachers plan lessons from an inspiring curriculum which interests and motivates pupils. Activities are tailormade to extend the thinking for all pupils, including the most able and those who need extra help. Pupils enjoy a very well-rounded approach to their education. Safeguarding is effective. Safeguarding is of great importance to all staff and governors. You and your staff know your pupils and their families very well and are quick to spot any problems, including unusual patterns of attendance or punctuality. Any concerns are swiftly investigated and specialist agencies involved when required. Leaders have ensured that all safeguarding arrangements are fit for purpose and records are detailed and of high quality. Pupils report that they feel safe in school. They know there is always an adult available to help them with any worries or concerns. They apply their knowledge of internet safety wisely when using laptops and tablets. Messages about staying safe are reinforced by ‘digital leaders’, a group of pupils across key stage 2 who provide an initial point of contact for pupils experiencing concerns. The curriculum is crafted carefully to ensure that pupils are fully aware of how to stay safe in their local, rural environment and in larger cities. Inspection findings A key line of enquiry focused on teachers’ use of assessment to build on what pupils already know in key stage 1, so that pupils’ progress is sustained and at least good. Teachers use detailed assessments well to secure improved achievement. For example, those pupils currently in Year 2 who failed to meet the expected standard in phonics at the end of Year 1 are making strong and often rapid progress. Leaders have tackled quickly historical weaknesses in these pupils’ reading and writing skills. As a result, pupils in Year 2 now read with greater confidence, expression and stamina. They write with good accuracy in punctuation, phonics and grammar. Leaders recognise that pupils’ spelling is not yet as strong and are fully committed to improving this. A small group of middle-attaining pupils need to make increased progress to meet age-related expectations. This is because teachers’ expectations are not high enough. The school is aware that activities and assessment for these pupils are sometimes insufficiently precise to ensure pupils make even more rapid progress. Another line of enquiry explored how effectively teachers use strategies to develop independent, enquiring pupils. Leaders’ monitoring of the curriculum was evaluated to ascertain the impact of new technology on enhancing pupils’ learning.

St Helen's Church of England School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>62, "agree"=>31, "disagree"=>2, "strongly_disagree"=>2, "dont_know"=>3} UNLOCK Figures based on 61 responses up to 09-11-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>61, "agree"=>38, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 61 responses up to 09-11-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>44, "agree"=>41, "disagree"=>7, "strongly_disagree"=>0, "dont_know"=>8} UNLOCK Figures based on 61 responses up to 09-11-2022
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>74, "strongly_agree"=>2, "agree"=>5, "disagree"=>7, "strongly_disagree"=>2, "dont_know"=>11} UNLOCK Figures based on 61 responses up to 09-11-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>59, "agree"=>39, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 61 responses up to 09-11-2022
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>21, "strongly_agree"=>30, "agree"=>34, "disagree"=>11, "strongly_disagree"=>3, "dont_know"=>0} UNLOCK Figures based on 61 responses up to 09-11-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>25, "agree"=>50, "disagree"=>0, "strongly_disagree"=>13, "dont_know"=>13} UNLOCK Figures based on 10 responses up to 09-11-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>41, "agree"=>41, "disagree"=>8, "strongly_disagree"=>2, "dont_know"=>8} UNLOCK Figures based on 61 responses up to 09-11-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>39, "agree"=>49, "disagree"=>8, "strongly_disagree"=>2, "dont_know"=>2} UNLOCK Figures based on 61 responses up to 09-11-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>43, "agree"=>49, "disagree"=>5, "strongly_disagree"=>3, "dont_know"=>0} UNLOCK Figures based on 61 responses up to 09-11-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>44, "agree"=>38, "disagree"=>11, "strongly_disagree"=>2, "dont_know"=>5} UNLOCK Figures based on 61 responses up to 09-11-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>25, "agree"=>39, "disagree"=>16, "strongly_disagree"=>11, "dont_know"=>8} UNLOCK Figures based on 61 responses up to 09-11-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>41, "agree"=>41, "disagree"=>5, "strongly_disagree"=>5, "dont_know"=>8} UNLOCK Figures based on 61 responses up to 09-11-2022
Yes No {"yes"=>85, "no"=>15} UNLOCK Figures based on 61 responses up to 09-11-2022

Responses taken from Ofsted Parent View

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