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

Primary
PUPILS
241
AGES
3 - 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
0151 443 5142

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
(22/02/2023)
Full Report - All Reports
56%
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)
Bryer Road
Prescot
L35 5DN
01514266869

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You became acting headteacher in September 2016 and you have an acting deputy headteacher and an acting assistant headteacher. You are a capable team and successfully continue the good work of the school until governors can appoint a permanent headteacher. You have a large proportion of pupils who are disadvantaged and who have social and emotional needs. You put pupils’ needs at the centre of your work and support them and their families well. For example, you support families on low incomes by your participation in the ‘Fair Share’ food supply scheme, where families are able to access parcels of food from school for a small administrative donation. You have effectively addressed the areas for improvement that inspectors identified in the previous inspection report. Your checks on the quality of teaching and learning are now more thorough. You observe lessons, for example, and feed back strengths and weakness to teachers so that they can improve their practice. In most cases, the work that is provided by teachers for pupils is now a good match to their abilities. For example, I saw evidence of most-able pupils in Year 6 tackling a challenging science investigation into light and shadow. This deepened their learning, because they had chosen the investigation for themselves. As a result of these changes, teaching is effective and most pupils make good progress. The governing body now holds the school more effectively to account for its performance and no longer relies solely on reports from you. Governors have received training in how to understand documents such as the inspection dashboard, and can analyse assessment information for themselves. They also commissioned an independent consultant to give them an external view of the school’s performance to strengthen their understanding of the quality of education the school provides. Governors have a good overview of the school and its priorities. They report that they challenge leaders effectively, but the minutes of governors’ meetings do not reflect this clearly. Although you rightly focus on providing pupils with the basic skills they need in English and mathematics, this is not at the expense of a broad and balanced curriculum. I saw good evidence of pupils improving their art skills, for instance, and the school is proud of its ‘Artsmark Gold’ award. I also heard a group of pupils developing their proficiency in playing brass instruments, with a good attempt at performing ‘The Floral Dance’. Only a small number of parents replied to Parent View, Ofsted’s online survey, and there were no negative responses. Parents typically described staff as ‘very approachable’ and said that their children ‘really enjoy going to school’. Staff, too, were very positive about the work of the school when I spoke with them. They appreciated the training you provide and felt particular benefit from the coaching they receive through the primary school sport premium. Your plans for school improvement contain appropriate actions and you have identified the key areas for improvement. However, you acknowledged that the criteria that you use to evaluate the impact of changes are not precise and do not measure the expected outcomes for pupils. You also recognise that provisional assessment information for Year 6 in 2017 indicates a decline in reading attainment. However, you anticipated that this year group would not perform as strongly as pupils in 2016, as they had low starting points in key stage 1. You shared with me your plans to have reading as a focus for next year’s school improvement plan, as writing and mathematics had figured prominently in this year’s and you felt the need to balance this out. You also told me that you intend to challenge the marking of the reading test, as a number of pupils were only one mark below the threshold. The local authority and the diocese provide effective support. Although they provide a ‘light touch’ level of support, they have a clear understanding of the school’s strengths and areas for development. Safeguarding is effective. The leadership team has ensured that all safeguarding arrangements are fit for purpose and records are detailed and of high quality. As the designated safeguarding lead, you log details of safeguarding concerns thoroughly and you effectively follow up issues with social services or other outside agencies. The safeguarding culture in the school is strong. Staff have a good knowledge of how to recognise signs of different types of abuse, such as child sexual exploitation, and they noted in conversation with me that safeguarding is ‘everybody’s responsibility’. Pupils know how to keep themselves safe, for example on the internet, and they know about different forms of bullying. They say it sometimes happens in school, but that staff are swift to respond and manage the infrequent incidents. The school’s register of checks on members of staff who work with pupils is compliant, but I found a minor administration omission that leaders must keep a check on. Inspection findings I explored a number of key lines of enquiry during the inspection, which I shared with you at the start of the day. I have reported on some of these earlier in this letter. Children enter Nursery with a variety of social and emotional needs and they have skills and knowledge that are below typical for their age. You and your early years staff work hard to develop children’s social skills and behaviour. This is effective, as children show good attitudes to their learning and behave well. I saw children’s work that showed good progress in writing. For example, some of the most able children can write quite complex sentences, including writing, with support in their spelling, about Kandinsky and abstract art. You anticipate that about six out of 10 children will achieve a good level of development in 2017 and, although this is below the national average, it represents good progress from their starting points because of effective teaching. The teaching of phonics in key stage 1 is effective. Your provisional assessment indicates that over seven out of 10 pupils in Year 1 will reach the threshold in the phonics check for 2017. This represents good progress from pupils’ starting points in a cohort which contains pupils who have a number of specific needs. In Year 2, you anticipate that more than 90% of pupils will reach the threshold in 2017. This is above the national average and represents good progress. Pupils in key stage 1 make good progress in mathematics and writing. In writing in Year 1, for example, lower-ability pupils use ‘because’ to write more complex sentences. The most able can write engaging sentences when retelling traditional stories, and can use advanced punctuation, such as ellipses. One such example is, ‘Cinderella ran and dropped her ring but… when the prince found it Cinderella didn’t come back.’ Provisional assessment information for Year 2 in 2017 indicates improvement in writing and mathematics compared to 2016. Another focus for the inspection was pupils’ progress in science in key stage 2. Pupils acquire the appropriate knowledge, skills and understanding and make good progress. There was good evidence of pupils using their writing skills in science. For example, in Year 6, pupils write reports about investigations into properties of light. Provisional assessment information for 2017 shows that about three quarters of pupils reached the expected standard. This represents good progress from their low starting points in key stage 1. I found that the school’s website is not compliant in respect of information about how leaders use the pupil premium and about governors. However, you acknowledged this and you have undertaken to put matters right as soon as possible.

St Mary and St Paul's CofE Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>87, "agree"=>13, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 46 responses up to 22-02-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>87, "agree"=>13, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 46 responses up to 22-02-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>74, "agree"=>26, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 46 responses up to 22-02-2023
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>80, "strongly_agree"=>15, "agree"=>4, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 46 responses up to 22-02-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>70, "agree"=>24, "disagree"=>4, "strongly_disagree"=>0, "dont_know"=>2} UNLOCK Figures based on 46 responses up to 22-02-2023
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>43, "strongly_agree"=>46, "agree"=>11, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 46 responses up to 22-02-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>86, "agree"=>14, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 10 responses up to 22-02-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>59, "agree"=>37, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>4} UNLOCK Figures based on 46 responses up to 22-02-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>83, "agree"=>17, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 46 responses up to 22-02-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>70, "agree"=>28, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 46 responses up to 22-02-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>78, "agree"=>17, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>4} UNLOCK Figures based on 46 responses up to 22-02-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>89, "agree"=>11, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 46 responses up to 22-02-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>76, "agree"=>22, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>2} UNLOCK Figures based on 46 responses up to 22-02-2023
Yes No {"yes"=>100, "no"=>0} UNLOCK Figures based on 46 responses up to 22-02-2023

Responses taken from Ofsted Parent View

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