St Martin & St Mary Church of England Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
410
AGES
2 - 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
01228 221582

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
(31/01/2019)
Full Report - All Reports
74%
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)
Princes Road
Windermere
LA23 2DD
01539443622

School Description

The leadership team has maintained the good quality of education in the school since the previous inspection. Along with the staff and governors, you have ensured that the school has a warm and welcoming learning environment. You have worked with families to ensure that all children get off to the best possible start to school through the recent introduction of extended provision for two-year-old children. Pupils benefit from a wide and exciting curriculum which utilises many of the wonderful resources locally around the shores of Lake Windermere. The behaviour of the pupils is exemplary. They are polite and well mannered and discuss their learning confidently. The school and gospel values of friendship, love, forgiveness, honesty, trust and faith are embedded in all aspects of learning, and they are highly visible and central to your work. You have created an incisive school self-evaluation that accurately sets out the many strengths of the school and where improvements need to be made. The school development plan is a detailed document outlining your immediate priorities. You evaluate the plan regularly, ensuring that all staff and governors are aware of what has been achieved and what is still to be done. Pupils are very positive in their views of the school. They say that behaviour is good and that bullying and name-calling are rare. Pupils say their teachers are fair. They relish the wide range of exciting trips which enrich the curriculum, for example the opportunity to ski in France or to take part in various outdoor and adventurous activity-based residential trips. Pupils have a good understanding of life in modern Britain. They commemorate Remembrance Day and add their thoughts and prayers to the prayer tree in the school gallery. The wider curriculum challenges pupils to think about the world in which they live and their part in society. Pupils have a keen understanding of democracy and tolerance. They know about different faiths and cultures. The youngest children prepare for Chinese New Year, engaging in a myriad of learning challenges, while the oldest children confidently discussed a recent visit from an Islamic speaker. Pupils are encouraged to think about their health and well-being. For example, a hard-hitting display reminds pupils about the sugar levels found in popular fizzy drinks. Pupils have many opportunities to take on extra responsibilities, which include joining the school or eco council, becoming an e-cadet or training to develop the skills needed to become a sports coach. Pupils enjoy the vast array of extra-curricular sporting opportunities the school offers. Parents and carers are very supportive of the school. They value the support teachers and staff afford their children. They overwhelmingly support your leadership. Parents reported that behaviour is well managed and that their children are safe in your care. One parent, typical of many, stated, ‘The staff go above and beyond to ensure that children are well cared for in every sense.’ Governors are determined to improve the school further. They are aware of the many strengths of the school and the areas that need to be developed further. Governors have ensured that safeguarding procedures within the school are effective. They provide support and strong challenge to you about different aspects of the school’s work. Governors have a detailed understanding of the progress and attainment of disadvantaged pupils because you provide them with detailed information. However, they do not have enough information to challenge you more effectively about the progress and attainment of pupils with special educational needs and/or disabilities (SEND). At the time of the previous inspection, the inspectors asked you to improve the quality of teaching and learning by ensuring that pupils had more opportunities to practise their mathematical skills in other subjects. Since then, together with the subject leaders, you have worked successfully to raise the profile of mathematics. You have changed the way mathematics is taught in order to focus more on providing pupils with opportunities to develop practical skills while developing their reasoning skills. Subject leaders have worked with leaders from other schools across the region. They have worked alongside the teachers to train them to plan and apply the new approach to mathematics across the curriculum. From looking in pupils’ books, I could see that the teaching of mathematics is a strength of the school. For example, in the early years, children apply their mathematical skills well to construct and measure, while developing their understanding of shape, space and measure. Pupils in key stage 1 use the natural environment to sort and classify natural materials they have found. Pupils in key stage 2 create detailed charts and graphs cataloguing the various creatures found in different habitats around the school site. Pupils’ performance information indicates that their progress in mathematics continues to be good for all groups of pupils.

St Martin & St Mary Church of England Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>75, "agree"=>23, "disagree"=>3, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 75 responses up to 04-02-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>79, "agree"=>19, "disagree"=>3, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 75 responses up to 04-02-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>68, "agree"=>29, "disagree"=>3, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 75 responses up to 04-02-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>76, "agree"=>20, "disagree"=>3, "strongly_disagree"=>0, "dont_know"=>1} UNLOCK Figures based on 75 responses up to 04-02-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>73, "agree"=>23, "disagree"=>3, "strongly_disagree"=>0, "dont_know"=>1} UNLOCK Figures based on 75 responses up to 04-02-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>57, "agree"=>31, "disagree"=>9, "strongly_disagree"=>3, "dont_know"=>0} UNLOCK Figures based on 75 responses up to 04-02-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>65, "agree"=>31, "disagree"=>3, "strongly_disagree"=>0, "dont_know"=>1} UNLOCK Figures based on 75 responses up to 04-02-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>47, "agree"=>19, "disagree"=>11, "strongly_disagree"=>1, "dont_know"=>23} UNLOCK Figures based on 75 responses up to 04-02-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>72, "agree"=>21, "disagree"=>4, "strongly_disagree"=>1, "dont_know"=>1} UNLOCK Figures based on 75 responses up to 04-02-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>67, "agree"=>19, "disagree"=>8, "strongly_disagree"=>4, "dont_know"=>3} UNLOCK Figures based on 75 responses up to 04-02-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>63, "agree"=>23, "disagree"=>12, "strongly_disagree"=>1, "dont_know"=>1} UNLOCK Figures based on 75 responses up to 04-02-2019
Yes No {"yes"=>95, "no"=>5} UNLOCK Figures based on 75 responses up to 04-02-2019

Responses taken from Ofsted Parent View

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