St Lawrence Church of England Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
225
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
0845 603 2200

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
(06/02/2019)
Full Report - All Reports
52%
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)
Rectory Road
Rowhedge
Colchester
CO5 7HR
01206728517

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You and your leaders are deeply committed to the school and have high aspirations for pupils and staff. You are keen to share and draw upon good practice to help you to improve the school by forging beneficial partnerships with organisations such as the local consortium of schools and the university. In this way you ensure that the school continues to improve. Leaders have created an ethos where the well-being of pupils and families is paramount. They are determined to ensure that pupils respect each other and can flourish within a safe and positive climate for learning. Staff have successfully ensured that pupils understand and accept differences between each other so that all feel welcome and included. For example, in their discussions with me, pupils showed empathy for those who need more help than others and explained how well adults support these pupils. As one pupil said, ‘teachers help them amazingly’. This view was typical. The vast majority of pupils said that they enjoy coming to school because teachers make learning fun across a wide range of subjects. Another pupil commented, ‘I like the variety of what we do in lessons, like different ways of learning spellings.’ Leaders know the school community very well and are quick to offer support where there is a need. Parents appreciate how approachable staff are and recognise that the school is led and managed well. As one commented in Parent View, Ofsted’s online questionnaire, ‘I can’t praise this school enough. They have a fantastic staff team who are always available and cater to each child’s needs.’ This is typical of the many complimentary comments made by parents who value good communication, the ‘fantastic progress’ which children make and the way concerns are resolved promptly. You have successfully created a dedicated team of staff who work productively together to improve the progress of every pupil in the school. Well-organised systems for training staff ensure that teachers and teaching assistants are continually honing their skills and knowledge. For example, the leadership team recently provided a programme of staff training in mathematics which has had a positive effect on pupils’ progress and interest in mathematics. All staff who responded to Ofsted’s questionnaire agreed that the school is led well and that they are well supported in their work. They said that they enjoy working at the school. Leaders and governors have addressed the areas for improvement which were highlighted in the previous inspection effectively. The school was first asked to improve the presentation in pupils’ books. Staff have dealt with this well and the work we saw in pupils’ exercise books was neat and well-organised. Another area for improvement was to ensure that teachers use assessment to check how well pupils are doing and plan work which will help them to achieve even better. In response, leaders introduced an effective system where senior staff, teachers and teaching assistants thoroughly and regularly check pupils’ learning together. You were able to show me that this is leading to pupils’ strong progress by drawing upon the school’s improving internal assessment information. We also saw evidence of this in our joint observations of teaching. The previous inspection identified the need to strengthen the governors’ contribution to school improvement by ensuring that they know how well the school is doing. Governors acted swiftly to make the necessary improvements. They know the school well because they make regular monitoring visits which focus on the main aspects of the school’s work such as the teaching of phonics, and health and safety. They have set up effective systems which enable leaders to provide them with timely information for discussion at meetings. They are confident to hold leaders to account for the improvements they are making in the school, thereby contributing appropriately to school improvement. You know the school well and have an accurate understanding of its strengths and weaknesses. The school improvement plan includes the correct priorities for improvement, together with appropriate actions, which ensure that leaders sustain a good quality of education. However, the plans for improvement are too broad and attempt to focus on too many things at once. Timescales are vague and it is not clear who is responsible for carrying out actions or for checking that they have the desired effect. Therefore, while it is clear that the school is continuing to improve, improvements are not as rapid as they could be.

St Lawrence Church of England Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>79, "agree"=>18, "disagree"=>3, "strongly_disagree"=>1, "dont_know"=>0} UNLOCK Figures based on 193 responses up to 11-02-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>80, "agree"=>17, "disagree"=>3, "strongly_disagree"=>0, "dont_know"=>1} UNLOCK Figures based on 193 responses up to 11-02-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>63, "agree"=>31, "disagree"=>4, "strongly_disagree"=>1, "dont_know"=>1} UNLOCK Figures based on 193 responses up to 11-02-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>75, "agree"=>23, "disagree"=>2, "strongly_disagree"=>1, "dont_know"=>1} UNLOCK Figures based on 193 responses up to 11-02-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>69, "agree"=>26, "disagree"=>3, "strongly_disagree"=>1, "dont_know"=>1} UNLOCK Figures based on 193 responses up to 11-02-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>44, "agree"=>42, "disagree"=>6, "strongly_disagree"=>2, "dont_know"=>6} UNLOCK Figures based on 193 responses up to 11-02-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>52, "agree"=>38, "disagree"=>6, "strongly_disagree"=>2, "dont_know"=>3} UNLOCK Figures based on 193 responses up to 11-02-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>41, "agree"=>26, "disagree"=>4, "strongly_disagree"=>2, "dont_know"=>27} UNLOCK Figures based on 193 responses up to 11-02-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>74, "agree"=>22, "disagree"=>1, "strongly_disagree"=>1, "dont_know"=>2} UNLOCK Figures based on 193 responses up to 11-02-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>64, "agree"=>27, "disagree"=>4, "strongly_disagree"=>1, "dont_know"=>4} UNLOCK Figures based on 193 responses up to 11-02-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>59, "agree"=>32, "disagree"=>6, "strongly_disagree"=>1, "dont_know"=>2} UNLOCK Figures based on 193 responses up to 11-02-2019
Yes No {"yes"=>95, "no"=>5} UNLOCK Figures based on 193 responses up to 11-02-2019

Responses taken from Ofsted Parent View

Your rating:
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