St Philip and James' Church of England Aided Primary School Oxford
Catchment Area, Reviews and Key Information

Primary
PUPILS
401
AGES
4 - 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
01865 815175

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
(03/07/2023)
Full Report - All Reports
66%
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)
Navigation Way
Oxford
OX2 6AB
01865311064

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. Since your appointment in September 2017, you have relentlessly focused on raising standards, particularly in writing, and improving the quality of teaching. Following your appointment, you recognised astutely, even before you took up your post, that standards in writing were not as good as they should be. Over time, pupils achieve well in reading and mathematics by the end of Year 6, but pupils’ writing skills have lagged behind. In the last six months, pupils’ progress in writing has begun to improve. However, there is much more to be done to enable more pupils to achieve the expected standard and for the most able pupils to reach the higher standard by the time they leave the school at the end of Year 6. Governors recognised that in the past they did not have a detailed understanding of the issues facing the school. Following the retirement of the previous headteacher, governors carried out a rigorous recruitment process. They knew that a high-calibre appointment was required to ensure that the challenges facing the school were tackled and addressed effectively. Governors are fully committed to ensuring that all pupils are provided with the best possible opportunities to fulfil their potential, whatever their starting point. School leaders have an accurate view of the strengths and weaknesses of the school. Together with the governing body, you have set out the most important areas for improvement in the school development and improvement plan. This includes making sure teaching is consistently good, as recommended at the school’s previous inspection. Governors welcome your open and honest approach, and the exchange of accurate information provided, to enable them to challenge and support you and your staff team effectively. You know that pupils’ phonics skills have not been strong enough by the end of Year 1 and for some pupils at the end of Year 2. Although standards have improved, they were below the national average for the last three years. You have introduced a new approach to the teaching of phonics, which is beginning to have a positive impact on pupils’ ability to blend sounds together to spell and read words correctly. You know that there is more to be done to make sure that pupils are provided with the skills they need to develop effective early reading skills. Children begin school in the Reception classes with skills and abilities that are typical for their age, and some have very well-developed skills and abilities. However, in the past, not enough children were prepared well for learning at the start of Year 1. Together with your early years leaders, you have set out clear strategies to ensure that children’s next steps in learning are identified. This enables all adults to shape learning experiences to make sure that children make consistently strong progress. This is beginning to have a positive effect, but there is still more to do to make sure that more children are prepared well for learning when they begin in Year 1. You have rightly recognised that the skills of middle leaders have not been developed well enough in the past. Many are new to their role, but you are making effective use of your assistant headteachers’ skills to support and develop the skills of your middle leaders. This is essential work and needs to continue to develop so that emerging leaders have even more opportunities to support and influence continued improvement. Pupils are very positive about the learning opportunities that are provided, both during the school day and in the clubs and activities that take place after school. The wide range of sporting activities include football, hockey, cricket, tennis and netball. Pupils also talked enthusiastically about the cooking club. Pupils are happy to come to school, which is reflected in their good attendance. You have successfully reduced the absence rates of the few disadvantaged pupils whose attendance was a cause for concern in the past. Safeguarding is effective. Pupils say that they feel safe and are taught how to keep themselves safe through a range of activities and visits. Visitors provide additional guidance on keeping safe at home and in the community. Older pupils learn to keep safe on the roads when riding their bicycles and have the opportunity to take part in Bikeability training. Pupils know that the regular fire drills and lockdown procedures are designed to make sure that they know what to do in an emergency. Pupils say that adults listen to them if they have any concerns and are confident that adults will deal with any issues that may arise.

St Philip and James' Church of England Aided Primary School Oxford Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>61, "agree"=>32, "disagree"=>5, "strongly_disagree"=>1, "dont_know"=>1} UNLOCK Figures based on 188 responses up to 06-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>65, "agree"=>29, "disagree"=>4, "strongly_disagree"=>1, "dont_know"=>1} UNLOCK Figures based on 188 responses up to 06-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>43, "agree"=>40, "disagree"=>12, "strongly_disagree"=>2, "dont_know"=>4} UNLOCK Figures based on 188 responses up to 06-07-2023
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>59, "strongly_agree"=>10, "agree"=>10, "disagree"=>11, "strongly_disagree"=>3, "dont_know"=>7} UNLOCK Figures based on 188 responses up to 06-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>37, "agree"=>46, "disagree"=>12, "strongly_disagree"=>3, "dont_know"=>3} UNLOCK Figures based on 188 responses up to 06-07-2023
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>27, "strongly_agree"=>32, "agree"=>22, "disagree"=>9, "strongly_disagree"=>7, "dont_know"=>2} UNLOCK Figures based on 188 responses up to 06-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>21, "agree"=>25, "disagree"=>29, "strongly_disagree"=>25, "dont_know"=>0} UNLOCK Figures based on 24 responses up to 06-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>37, "agree"=>37, "disagree"=>16, "strongly_disagree"=>5, "dont_know"=>6} UNLOCK Figures based on 188 responses up to 06-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>45, "agree"=>38, "disagree"=>11, "strongly_disagree"=>1, "dont_know"=>5} UNLOCK Figures based on 188 responses up to 06-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>32, "agree"=>45, "disagree"=>16, "strongly_disagree"=>4, "dont_know"=>2} UNLOCK Figures based on 188 responses up to 06-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>33, "agree"=>47, "disagree"=>10, "strongly_disagree"=>3, "dont_know"=>7} UNLOCK Figures based on 188 responses up to 06-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>27, "agree"=>47, "disagree"=>14, "strongly_disagree"=>7, "dont_know"=>4} UNLOCK Figures based on 188 responses up to 06-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>37, "agree"=>39, "disagree"=>14, "strongly_disagree"=>3, "dont_know"=>7} UNLOCK Figures based on 188 responses up to 06-07-2023
Yes No {"yes"=>88, "no"=>12} UNLOCK Figures based on 188 responses up to 06-07-2023

Responses taken from Ofsted Parent View

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