St James's CofE Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
417
AGES
4 - 11
GENDER
Mixed
TYPE
Voluntary aided 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
01384 814223

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
(27/06/2023)
Full Report - All Reports
68%
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)
Kingsway
Wollaston
Stourbridge
DY8 4RU
01384818810

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. Your calm and purposeful leadership makes a strong contribution to the positive direction in which the school is travelling. You work closely with leaders and governors to ensure that the school meets the needs of the community that it serves. St James’s C of E Primary is a large school with a small school ethos. Leaders and staff get to know pupils as individuals. Many parents appreciate this approach and also feel that communication is a strength. Comments from parents included, ‘Staff always have time for you,’ and ‘Queries are responded to efficiently, openly, and with thought and professionalism.’ Your school values are central to the warm and caring ethos of the school. Pupils have a deep understanding of kindness, responsibility, honesty, respect, perseverance and friendship. Staff model the values well and you put in place regular opportunities for pupils to learn about the meaning of the values. This positive approach leads to good behaviour and mature attitudes among the pupils. They are considerate of one another and happy. Leaders and governors articulate a clear understanding of the strengths and priorities for the school. There is a coherent link between your self-evaluation document and your improvement plans. You choose appropriate actions and address them successfully. You and your deputy headteacher make a strong senior team. Together, you have ensured that other leaders are directly involved in the improvement of teaching. Middle leaders work alongside you, and independently, to carry out checks on the quality of teaching and the progress that pupils make. Teachers receive precise feedback on how to improve and previous feedback is followed up well. You also provide good opportunities for staff to share their good practice with each other. Consequently, teaching continues to be refined and improved. Staff are overwhelmingly positive about the high-quality professional support that they receive. You have responded well to the areas for improvement identified in the previous inspection report. Pupils receive high-quality opportunities to write at length. They make good progress in their writing and the proportion of pupils attaining the expected standards has risen. The new approaches to the teaching of handwriting, grammar, punctuation and spelling are having a positive impact. Pupils apply these skills with increasing accuracy to their written work. You recognise that this improvement has not translated fully into the grammar, punctuation and spelling test scores at the end of key stage 2. You have put in place an effective strategy to ensure that pupils have the skills to apply their understanding to a test situation. Staff respond well to pupils’ needs during lessons. Teachers and teaching assistants work effectively with particular groups of pupils, or adapt to provide support to individuals who are finding work tricky. Teaching assistants are deployed well and work proactively. Teachers have also ensured that they plan activities that are exciting to spark pupils’ interests. For example, a range of visitors have been in to the school and visits have taken place out of school. These experiences enhance learning and are enjoyed by pupils. Pupils get off to a positive start to their education in the early years and key stage 1. The provision for the two- to four-year-old children in the playgroup and preschool is effective and nurturing. Teaching in Reception is a strength because learning is exciting and appropriately challenging for the children. In key stage 1, attainment has risen positively over the last two years. The proportion of pupils attaining the expected and higher standards in 2017 was above the national average. Governors provide a good blend of challenge and support. The chair of governors has been involved with the governing body for 30 years and he provides good leadership. Other governors have a range of skills and are knowledgeable about the school. They use their visits to the school and their meetings to probe leaders on what needs to be improved. Governors are outward-facing and broker external support to validate the quality of education in the school. They use an external consultant to help develop challenging performance management targets for the headteacher. Governors have also worked with leaders to put in place effective school improvement support from the diocese and the local authority. Governors have identified that the pupil premium strategies need to be evaluated for impact more effectively, so that they know exactly which strategies are proving most successful.

St James's CofE Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>42, "agree"=>39, "disagree"=>14, "strongly_disagree"=>4, "dont_know"=>1} UNLOCK Figures based on 126 responses up to 03-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>44, "agree"=>44, "disagree"=>7, "strongly_disagree"=>3, "dont_know"=>1} UNLOCK Figures based on 126 responses up to 03-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>33, "agree"=>46, "disagree"=>10, "strongly_disagree"=>5, "dont_know"=>6} UNLOCK Figures based on 126 responses up to 03-07-2023
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"=>9, "disagree"=>7, "strongly_disagree"=>4, "dont_know"=>4} UNLOCK Figures based on 126 responses up to 03-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>42, "agree"=>44, "disagree"=>10, "strongly_disagree"=>0, "dont_know"=>3} UNLOCK Figures based on 126 responses up to 03-07-2023
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>17, "strongly_agree"=>24, "agree"=>34, "disagree"=>10, "strongly_disagree"=>13, "dont_know"=>2} UNLOCK Figures based on 126 responses up to 03-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>11, "agree"=>19, "disagree"=>30, "strongly_disagree"=>37, "dont_know"=>4} UNLOCK Figures based on 27 responses up to 03-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>29, "agree"=>48, "disagree"=>11, "strongly_disagree"=>4, "dont_know"=>7} UNLOCK Figures based on 126 responses up to 03-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>37, "agree"=>41, "disagree"=>15, "strongly_disagree"=>4, "dont_know"=>3} UNLOCK Figures based on 126 responses up to 03-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>21, "agree"=>56, "disagree"=>17, "strongly_disagree"=>5, "dont_know"=>1} UNLOCK Figures based on 126 responses up to 03-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>36, "agree"=>52, "disagree"=>6, "strongly_disagree"=>1, "dont_know"=>6} UNLOCK Figures based on 126 responses up to 03-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>48, "agree"=>50, "disagree"=>1, "strongly_disagree"=>0, "dont_know"=>2} UNLOCK Figures based on 126 responses up to 03-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>27, "agree"=>40, "disagree"=>19, "strongly_disagree"=>6, "dont_know"=>8} UNLOCK Figures based on 126 responses up to 03-07-2023
Yes No {"yes"=>68, "no"=>32} UNLOCK Figures based on 126 responses up to 03-07-2023

Responses taken from Ofsted Parent View

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