St John's Mead Church of England Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
342
AGES
3 - 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
01454 868008

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
(13/12/2022)
Full Report - All Reports
61%
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)
Hounds Road
Chipping Sodbury
Bristol
BS37 6EE
01454866501

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You, and other senior leaders, are highly ambitious for all pupils and communicate clearly your high expectations of staff. You, leaders and governors, have accurately identified areas for school improvement, for example in mathematics, and have taken swift action to address them. As a result, the standards pupils achieve in mathematics are improving. You have open lines of communication with parents and a very evident commitment to ensuring that their children achieve their best. This means that parents are sure any concerns will be listened to, and firmly believe the school is well led and managed. The overwhelming majority would recommend the school to another parent. The school’s ethos of ‘valuing effort, valuing others, valuing self’ suffuses life at the school. Pupils are keen to learn and eager to challenge themselves. Through the system of the school council, and other opportunities such as the pupil-risk assessment group and regular gathering of their views by leaders, pupils are very confident that their voices will be heard at school. Governors know their school well. The chair of governors has drawn together governors with skills that complement the work of the governing body. For example, governors with specific skills provide valuable support to leaders and governors in evaluating the school’s work on safeguarding and for disadvantaged pupils. At the time of the last inspection leaders were asked to ensure that the rates of progress were consistent between classes. Leaders use the school’s assessment systems to track and monitor the progress of all pupils effectively. Through regular pupil-progress meetings, they hold staff to account for the progress pupils make in their classes. The school’s systems for the appraisal of teachers take into account the progress pupils make in classes. As a result, pupils across the school make better progress, particularly in writing. Safeguarding is effective. School staff know the pupils in their care and their families very well. Leaders have ensured that safeguarding arrangements are fit for purpose and records are detailed and carefully maintained. The school communicates very clearly that safeguarding is everyone’s responsibility. Regular training means that school staff know what to do if they have a concern about a child. The induction arrangements for new staff are effective and emphasise the school’s culture of safeguarding children, so that any risk is minimised. Governors monitor carefully the school’s safeguarding work, for example through regular meetings and the completion of audits on safeguarding. Safeguarding is a standing agenda item at all governors’ meetings. Pupils say they feel safe in school. They are very clear that they know who to talk to if they have a worry or concern and that adults will quickly help them. Parents very strongly agree that their children are happy, safe and well looked after in school. Pupils have a clear understanding of bullying and say this happens rarely. This is confirmed in the school’s records and by parents’ responses to Ofsted’s online survey, Parent View. The curriculum helps pupils to learn how to keep themselves safe, for example when using new technologies and the internet. Inspection findings During the inspection, I looked closely at the standard of pupils’ writing. I checked to see if the improvements in pupils’ progress and attainment in writing in 2016 have been sustained this year. Evidence in pupils’ books, and from discussions with them about their work, shows that pupils write well, particularly by the end of key stage 2. Many pupils, both boys and girls, say they enjoy writing. The strategies that leaders put in place in response to disappointing results in 2014 have led to improvements in pupils’ writing across the school. For example, increased opportunities to write independently and at length have encouraged pupils’ writing stamina and interest right from Year 1. Teachers’ accurate assessment means that the feedback and targets pupils receive make it clear to pupils what they need to do to work at an expected and at a higher level in their writing. This is helping more of them to write in greater depth. Leaders have introduced a whole-school handwriting style, together with high expectations for presentation. As a result, pupils’ work across the school is now well presented, relative to their different ages, particularly in their English and curriculum work. Sometimes, in mathematics, the expectations for pupils’ presentation are less high. Leaders check pupils’ progress frequently and act swiftly when they identify that progress has slowed. For example, in response to a slight dip in the numbers of pupils achieving well in the Year 1 national phonics check in 2016, the leader for English changed the way phonics is taught in the school. This has resulted in a higher proportion of pupils in Year 1 who are on track to reach the expected standard for their age at the end of this academic year. Pupils’ progress in mathematics is less rapid than their progress in reading and writing. You have recognised this and changed the teaching of mathematics to include more opportunities for pupils to use and apply their knowledge, skills and understanding in this subject. Pupils are developing their reasoning skills, enabling them to solve problems and explain their answers. This is evident in pupils’ mathematics books. However, you identify that this practice is not yet fully embedded across the school. In addition, you have identified that expectations need to be raised further so pupils can articulate and explain their thinking more often. In 2016 the progress of the most able pupils in key stage 1 was below the national level in mathematics. The changes to the teaching of mathematics mean that the most able pupils in key stage 1 are making better progress in mathematics and that pupils now in Year 3 are catching up rapidly. I checked how well disadvantaged pupils learn and achieve in the school. The deputy headteacher is a strong advocate for disadvantaged pupils and their families. She has clearly identified potential barriers to learning for these pupils and carefully monitors their progress. She evaluates the effectiveness of strategies introduced to increase the progress of disadvantaged pupils. Teachers’ expectations for disadvantaged pupils are high and, as a result, current pupils, including the most able, are making progress close to that of other pupils. Governors have a clear rationale for the allocation of the additional funds for disadvantaged pupils. A governor champion meets regularly with leaders to monitor their progress and to ensure that the additional funds are effectively spent. I looked at the effectiveness of leaders’ work to increase attendance at the school. Published figures show that pupils’ attendance at school is below the national average for all pupils. Leaders have built up close and effective links with pupils and their families in the Traveller community. As a result, these pupils and their families value their relationship with the school and attend when resident in the community. The school’s work to support other pupils and their families to ensure that their child attends school each day means that the attendance of these pupils is at the national level. Next steps for the school Leaders and those responsible for governance should ensure that: changes to the teaching of reasoning in mathematics are embedded and that opportunities for pupils to explain and articulate their reasoning are consistent across the school the quality of pupils’ presentation is as consistently high in mathematics as it is in their English work.

St John's Mead Church of England Primary School Parent Reviews



Average Parent Rating

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“Great school, children were very happy here”

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"> Both my sons went to St John's Mead school where they were looked after extremely well. Pros as a parent: teaching standards generally very good across the board (shout out to Mr Swanson in particular) and I felt both children were well supported to achieved their full potentials. There was support for those pupils who needed it and over the 8 years, I only heard about one bullying incident which was handled right away (though did not involve my children). I felt the Head, Mrs Berry led the school well. Another big pro was that there was a breakfast and after school club as well as onsite nursery which helps when you are working parents. Pros for kids: Great outdoor space and use of it, good ambience, friendly and caring teachers, good extra-curricula activities from music lessons, Roman dress up days, sports days, discos, pyjama parties, and football, to the huge summer fair which was always a great success and raised a lot of money (including a pet show). The climbing frames were extensively used every single day but the main aspect was that both kids really liked attending this school and were sad to leave. Cons: parking can be an issue but not if you are prepared to walk a bit further.
“Fab”

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"> Fab, friendly school that has a massive field, 2 playgrounds and a school garden that has produce thats used for the childrens lunches. The school also has a sand pit, outdoor classroom thats used for all sorts of lessons, and a pond.It has an outdoor woodland area and stage as well.
“Son is happy”

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"> My son enjoys going to school at St. John's. I really feel that they care about each individual child. They promote disciple along with academic subjects. It is a good all-around school.
unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>66, "agree"=>34, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 41 responses up to 10-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>71, "agree"=>29, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 41 responses up to 10-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>39, "agree"=>44, "disagree"=>10, "strongly_disagree"=>0, "dont_know"=>7} UNLOCK Figures based on 41 responses up to 10-07-2023
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>88, "strongly_agree"=>2, "agree"=>5, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>2} UNLOCK Figures based on 41 responses up to 10-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>29, "agree"=>61, "disagree"=>10, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 41 responses up to 10-07-2023
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>17, "strongly_agree"=>34, "agree"=>37, "disagree"=>10, "strongly_disagree"=>2, "dont_know"=>0} UNLOCK Figures based on 41 responses up to 10-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>44, "agree"=>33, "disagree"=>11, "strongly_disagree"=>11, "dont_know"=>0} UNLOCK Figures based on 10 responses up to 10-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>39, "agree"=>41, "disagree"=>5, "strongly_disagree"=>2, "dont_know"=>12} UNLOCK Figures based on 41 responses up to 10-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>49, "agree"=>34, "disagree"=>10, "strongly_disagree"=>0, "dont_know"=>7} UNLOCK Figures based on 41 responses up to 10-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>32, "agree"=>51, "disagree"=>17, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 41 responses up to 10-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>49, "agree"=>44, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>7} UNLOCK Figures based on 41 responses up to 10-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>49, "agree"=>41, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>7} UNLOCK Figures based on 41 responses up to 10-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>34, "agree"=>49, "disagree"=>10, "strongly_disagree"=>0, "dont_know"=>7} UNLOCK Figures based on 41 responses up to 10-07-2023
Yes No {"yes"=>90, "no"=>10} UNLOCK Figures based on 41 responses up to 10-07-2023

Responses taken from Ofsted Parent View

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