St Mary's Church of England Voluntary Aided Primary School, Hatfield Broad Oak

LA MaintainedPrimary

St Mary's Church of England Voluntary Aided Primary School, Hatfield Broad Oak

Ages4 – 11

45 pupils

Requires Improvement· Sept 2023

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Details

Type

Voluntary Aided School

Local Authority

Essex

Head Teacher

Mrs Ruth Baugh

Gender

Mixed

Admissions

Non-selective

Religious Character

Church of England

Website

www.lhandsmhboschools.co.uk

Reference Number

115178

About This Data

•School information is sourced from Get Information About Schools (GIAS), the official UK government register maintained by the Department for Education.

View this school on gov.uk

Admissions

How many families applied and received places

Reception entry for 2025/26

On Time Applications

	Count
Total applications	17
As 1st preference	6
As 2nd preference	3
As 3rd preference	5
From another local authority	1

Offers on National Offer Day

	Count
Total offers	7
To 1st preference	6
To 2nd preference	0
To 3rd preference	0
To any preference	6
To another local authority	1

About This Data

•Data sourced from the DfE "Primary and secondary school applications and offers" statistics.
•Total applications includes all preferences (1st through 6th), not just those shown in the breakdown above.
•Applications and offers from/to another local authority may also appear in preference rows (e.g., a 1st preference from another local authority counts in both rows).
•"Oversubscribed" means the school received more 1st preference applications than places offered.
•This school is a voluntary aided school, admissions are controlled by the school's governing body, we advise you contact the school or check their website for further information. This school's local authority is Essex.

Search for this school's admissions policy

Pupils

Summary

Total Pupils45 (40% of capacity)

Age Range4 – 11

GenderMixed

Boys / Girls49% / 51%

Free School Meals17.8%

English as Additional Language2.2%

SEN Support13.3%

SEN with EHCP4.4%

Overall Attendance93.5%

Persistent Absence18.0%

Class Sizes

Overall Average13.0

Key Stage 10.0

Key Stage 20.0

Total Pupils

The number of pupils shown in this chart has come from the National School Census; these numbers may not match exactly other pupil data shown on this site, because different sources of data are updated at different times within the academic year.

Cohort Sizes

Reception1

Year 110

Year 25

Year 37

Year 49

Year 54

Year 69

Pupil Ethnicities

White British82.2%

Unclassified11.1%

White & Black Caribbean4.4%

Mixed Other2.2%

About This Data

•Data sourced from the National School Census for 2024/25, collected each January.
•This is not live data. For current availability of places, contact the school or local authority directly.
•Capacity refers to the maximum number of pupils a school can accommodate. Schools may operate above or below capacity, and spare places may only be available in certain year groups.
•Persistent absence means a pupil missed 10% or more of their possible sessions during the academic year. Absence rates during 2020–2022 were significantly higher due to the Covid-19 pandemic.

Inspections

Ofsted Inspections

8 inspections on record

Current Rating

Requires Improvement· Sept 2023

2023
School Inspection
14 September 2023
View report
Requires Improvement
Category Judgements
Category Judgement
Quality of education Requires Improvement
Behaviour and attitudes Requires Improvement
Personal development Good
Leadership and management Requires Improvement
Early years provision Good
AI-Generated Insights
SEND
11
Pupils with SEND have their needs identified effectively.
Some pupils with SEND still struggle with emotional management.
Curriculum
11
Early reading is taught effectively with fluency and confidence.
Teachers lack training in foundation subjects, causing knowledge gaps.
Leadership
11
Leadership has improved with an interim executive board and headteacher.
Governors need further training to challenge leaders effectively.
Safeguarding
2
Safeguarding arrangements are effective and pupils feel safe.
Staff identify and report concerns promptly.
Pupil Progress
11
Pupils develop a secure understanding of mathematics.
Older pupils lack opportunities to develop reading comprehension.
Teaching Quality
11
Staff teach phonics effectively to support reading fluency.
Teachers do not always deliver the planned curriculum well.
Personal Development
2
Pupils show tolerance and respect towards each other.
Older pupils build caring relationships with younger pupils.
Behaviour & Attendance
11
Pupils feel behaviour is managed more consistently and fairly.
Some pupils still disrupt learning repeatedly.
Insights are generated by AI from the inspection report and may not be fully accurate.
2018
Full Inspection
16 May 2018
View report
Good
2013
Full Inspection
24 October 2013
View report
Good
2012
Interim Assessment
20 March 2012
View report
2010
Curriculum And Development Visit
8 December 2010
View report
2008
Full Inspection
6 November 2008
View report
Good
2007
Curriculum And Development Visit
1 June 2007
View report
2005
Full Inspection
15 July 2005
View report

Category	Judgement
Quality of education	Requires Improvement
Behaviour and attitudes	Requires Improvement
Personal development	Good
Leadership and management	Requires Improvement
Early years provision	Good

About This Data

•Inspection data is sourced from Ofsted, the official schools inspectorate for England.
•Ratings may have changed since the last inspection. Always check the latest report for current information.
•Some inspections (monitoring visits, academy conversions) do not result in a graded judgement.

View all Ofsted reports

Primary Results

Performance measures for pupils at the end of Year 6 (Key Stage 2)

Reading, writing and maths

	School	LA	England
Pupils meeting the expected standard	50.0%	61.7%	61.0%
Pupils achieving at a higher standard	0.0%	9.0%	8.0%

Average scaled score

	School	LA	England
Reading	104	105.4	105
Maths	99	104.5	104

Progress scores

Reading

-3.1Below average

95% confidence interval: -7 to 0.80

Progress in reading from KS1 to KS2

Writing

-3.9Well below average

95% confidence interval: -7.7 to -0.2

Progress in writing from KS1 to KS2

Maths

-6.3Well below average

95% confidence interval: -10 to -2.7

Progress in maths from KS1 to KS2

About This Data

•School rankings are calculated by sorting schools first by the percentage of pupils meeting the expected standard, then by the percentage achieving a higher standard. Rankings help compare schools within England but do not account for school context or pupil intake.
•Progress scores measure how much pupils improved from KS1 (Year 2) to KS2 (Year 6), compared to pupils nationally with similar starting points. A score of 0 means average progress; a positive score means above-average progress. Progress scores show the value a school adds, while exam results show final attainment. Some children start higher than others due to factors like natural ability or home circumstances.
•Data sourced from the Department for Education Key Stage 2 performance tables for 2023/24. LA and England averages provide national and local context.

View full results on gov.uk

Workforce

Staff numbers and pupil-to-teacher ratios

Pupils per Teacher or Teaching Assistant

Shows how many children each teacher looks after on average. The lower line includes teaching assistants, giving you a better picture of the adult support available in classrooms.

Total Pupils

The number of children enrolled at this school over time. These figures come from financial records and may differ slightly from other pupil numbers on this site due to when data was collected.

Total Number of Teachers

The total teaching capacity at this school, including classroom teachers and senior staff who also teach. Part-time teachers are counted based on their working hours.

Teaching Assistants

Support staff who work directly with children in classrooms. This includes regular TAs, higher-level TAs with more responsibilities, and specialist support for children with additional needs.

Teachers with Qualified Teacher Status (%)

The percentage of teachers who have completed official teacher training in England. A higher percentage typically indicates a more experienced and formally trained teaching team.

Senior Leadership

The school's leadership team, including the headteacher, deputy heads and assistant heads. These staff manage the school and often still spend time in classrooms.

Non-classroom Support Staff and Auxiliary Staff

Office and admin staff who keep the school running smoothly, plus auxiliary staff like catering teams and site maintenance who look after the building and meals.

Total Headcount and Workforce

Two ways of counting staff: headcount shows total people employed (including part-timers), while workforce counts the equivalent number of full-time positions.

About This Data

•Data sourced from the DfE School Workforce Census. Numbers may not match exactly other data shown on this site due to different collection timings within the academic year.
•FTE = Full-time equivalent, representing the total working hours divided by standard full-time hours. Headcount = total number of individuals employed.
•Senior leadership includes headteachers, deputy headteachers and assistant headteachers.
•Teachers with Qualified Teacher Status (QTS) have completed accredited initial teacher training in England.

View all workforce information on gov.uk

Finances

2024/25

Income per Pupil (£)

In 2024/25 the revenue reserve was £129,300 or £2,873 p/pupil. Schools maintain reserves for unexpected costs, but these funds are ultimately meant to benefit pupils.

Expenditure per Pupil (£)

In 2024/25 the in-year balance was £61,703 or £1,371 p/pupil. A positive balance means the school had money left over, which goes into reserves for future use.

About This Data

•Financial data comes from the DfE School Financial Benchmarking service. Schools report their income and spending each year.
•Revenue reserve is the money a school has saved up over time. Schools keep reserves to cover unexpected costs, though funds are meant to benefit current pupils.
•In-year balance shows whether a school spent more or less than it received in a single year. A positive balance means the school had money left over; a negative balance means it dipped into savings.

View all financial information on gov.uk

Contact Information

Address

Hatfield Broad Oak
Bishop's Stortford
Hertfordshire
CM22 7HH

Phone

01279718267

Website

lhandsmhboschools.co.uk

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