St Peters Church of England Voluntary Aided Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
107
AGES
5 - 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
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
(31/01/2023)
Full Report - All Reports
71%
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)
Church Road
West Hanningfield
Chelmsford
CM2 8UQ
01245400327

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. The school has retained the positive approach to teaching and learning identified at the previous inspection, which enables pupils to develop strong academic and social skills. Parents are extremely positive about the benefits gained by their children at the school and feel well informed about the school’s work. This is evident in the many positive statements made on Parent View, Ofsted’s online parent questionnaire. Parents commented on the ‘wonderful place of learning’ and the ways in which the school ‘prepared young people to go to secondary education well equipped’. One parent stated that the school ‘is the perfect primary school’. In collaboration with your leadership team, including the governing body, you have ensured that the school has continued to improve. One parent commented on the ‘very rich, rounded, quality education’, which others echoed. You have provided a clear vision of success for the school, which is evident in the school improvement plan and in practice. Governance at the school is very effective. The well-led governing body shares your ambition for the success of each pupil at the school. Governors are regular visitors, gathering crucial information with which to commend and challenge the school’s approach. Governors’ work is clearly linked to the school improvement plan and their insight is effective in supporting your leadership. Pupils’ behaviour is exemplary. They are kind, supportive and respectful of the learning and social needs of others. As a consequence, the school has a calm, harmonious atmosphere conducive to effective teaching and learning. Pupils are eager to learn, demonstrating an infectious curiosity for the subjects they study. You have ensured that pupils study a broad, enriched curriculum, including opportunities to learn about a variety of cultures and faiths. For example, all pupils are involved in supporting the education of a pupil in Uganda. As a consequence, many pupils have a strong understanding of the experiences of their peers in other parts of the world. Pupils are reflective, empathetic and tolerant of each other. You correctly judge writing to be a strength of the school. Strong leadership in English has ensured that pupils develop critical writing and handwriting skills. As a result, they have opportunities to write for a range of purposes and audiences. Progress in writing at both key stages was above the national average in 2016 and 2017. This is because staff maintain high expectations and provide effective guidance to ensure that pupils craft their writing carefully. You and your leaders take effective action where you consider improvements are required. For example, as a result of your developments in the teaching of mathematics, outcomes at key stage 2 rose sharply and were significantly above the national average in 2016. You recognise that there are still areas in which the school can continue to improve. For example, you have already put in place plans to improve the ways in which pupils develop reasoning and fluency in mathematics. You also know that the improvements in reading skills in Year 6 have not yet been consistently embedded in other year groups. Safeguarding is effective. Pupils are confident and articulate about the ways in which leaders’ actions help to keep them safe, both in school and beyond. For example, pupils are able to explain the strategies they have learned at school to remain safe when using the internet. All parents who responded to Parent View agreed that their children were safe and well cared for at the school. One parent stated that the school is ‘a wonderful, caring, child-centred school’. Pupils are able to define bullying accurately and they agree that it rarely occurs. However, pupils agree that, if bullying takes place, staff resolve the issues very quickly and effectively. Pupils are very aware of their rights and responsibilities as members of the school community. You ensure that pupils’ voices are heard and that they experience the concepts of free speech and democracy in action through their participation in the school council, the worship council and the environment council. Leaders, including governors, ensure that safeguarding procedures are robust. Records, including the checks made on adults who work at the school, are reviewed regularly. Although it is compliant, you acknowledged that the single central register required a little more organisation. Inspection evidence demonstrated that leaders are highly alert to the needs of their pupils and act swiftly to ensure that they receive the correct level of protection. All adults who work at the school, including governors, are well trained in their safeguarding responsibilities. They follow the school’s clear processes for reporting a concern about a child, enabling leaders to keep pupils safe. Pupils also told me that they know what to do and who to go to if they have a problem. Inspection findings To ascertain that the school remained good, one of my key lines of enquiry was pupils’ achievements in reading at both key stages. Most pupils made progress significantly above the national average in 2016 and in line with the national average in 2017. However, attainment at key stage 1 and key stage 2 was slightly below the national average for the lower-attaining pupils and girls, respectively. Although the number of pupils is very small, you have acknowledged the issue and put in place improvements to the teaching, learning and assessment of reading at both key stages. As a result, you have reviewed the ways in which pupils develop their understanding of ideas in texts and revised the approaches for teaching and learning. Inspection evidence demonstrated that these revised strategies have had an impact on pupils in Year 6. However, the impact is not yet evident in other year groups. As a result, you have reviewed the ways in which pupils develop their understanding of the ideas conveyed in the texts they read. It is, however, too early to evaluate the effect of these strategies on pupils throughout the school. You recognise, along with your leadership team, the critical importance of reading for pleasure in raising standards. For example, all classes read stories collaboratively. Many pupils told me how much they enjoyed reading and how appreciative they were of the opportunities afforded by the school. Pupils’ regular reading of a range of texts informs their strong writing skills. Reading a range of genres has allowed pupils to develop the crafting of their writing very effectively. As a result, pupils’ reading and writing skills inform each other and many pupils make sustained and effective progress, particularly in writing. The proportion of pupils who succeeded in the phonics screening check was in line with the national average in 2016 and 2017. Inspection evidence showed that the teaching of phonics is systematic and effective. My second line of enquiry was how leaders are ensuring that all pupils, including disadvantaged pupils, receive a broad and balanced curriculum. You and your leadership team continually monitor the effectiveness of the curriculum. As a consequence, the curriculum is strong and well suited to meet the needs of pupils. Pupils have many opportunities to develop their skills, understanding and knowledge of a range of subjects. For example, pupils learn to play the recorder, learn French and develop a strong understanding of topic links across subjects. The science curriculum focuses on developing pupils’ scientific skills and awareness of the role of science in everyday life. Parents have helped to model for pupils how science, such as engineering, informs their working lives.

St Peters Church of England Voluntary Aided Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>79, "agree"=>15, "disagree"=>5, "strongly_disagree"=>2, "dont_know"=>0} UNLOCK Figures based on 62 responses up to 22-02-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>84, "agree"=>13, "disagree"=>2, "strongly_disagree"=>2, "dont_know"=>0} UNLOCK Figures based on 62 responses up to 22-02-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>74, "agree"=>23, "disagree"=>2, "strongly_disagree"=>2, "dont_know"=>0} UNLOCK Figures based on 62 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"=>71, "strongly_agree"=>11, "agree"=>10, "disagree"=>3, "strongly_disagree"=>2, "dont_know"=>3} UNLOCK Figures based on 62 responses up to 22-02-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>71, "agree"=>26, "disagree"=>2, "strongly_disagree"=>2, "dont_know"=>0} UNLOCK Figures based on 62 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"=>19, "strongly_agree"=>58, "agree"=>16, "disagree"=>5, "strongly_disagree"=>0, "dont_know"=>2} UNLOCK Figures based on 62 responses up to 22-02-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>50, "agree"=>50, "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"=>63, "agree"=>31, "disagree"=>5, "strongly_disagree"=>2, "dont_know"=>0} UNLOCK Figures based on 62 responses up to 22-02-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>69, "agree"=>27, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>2} UNLOCK Figures based on 62 responses up to 22-02-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>63, "agree"=>34, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>2} UNLOCK Figures based on 62 responses up to 22-02-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>63, "agree"=>32, "disagree"=>3, "strongly_disagree"=>0, "dont_know"=>2} UNLOCK Figures based on 62 responses up to 22-02-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>82, "agree"=>18, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 62 responses up to 22-02-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>74, "agree"=>19, "disagree"=>5, "strongly_disagree"=>0, "dont_know"=>2} UNLOCK Figures based on 62 responses up to 22-02-2023
Yes No {"yes"=>95, "no"=>5} UNLOCK Figures based on 62 responses up to 22-02-2023

Responses taken from Ofsted Parent View

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