Rayleigh Primary School
- Rayleigh Primary School
- Head: Mr Peter Malcolm
- T 01268 775712
- F 01268 770 190
- E [email protected]
- W www.rayleighprimary.org.uk
- A state school for boys and girls aged from 3 to 11.
- Boarding: No
- Local authority: Essex
- Pupils: 475
- Religion: Does not apply
- Ofsted report: View the Ofsted report
What the school says...
We are delighted that you are considering sending your child to Rayleigh Primary School. There has been a school in Love Lane for over one hundred years and we are proud of this long association with the people of Rayleigh. The school originally served the town and the surrounding villages of the rural community. The Victorian buildings are living history echoing with the happy voices of those long left. In talking to Old Rayleighians we realise the school holds all the virtues that give it a special place in the memories of so many in the town. Families still ask how their house is performing at sports day and tell us of the cups they won as children. They remember our choirs performing at the area music festivals and taking great delight in singing to the local community. Finally, the panoramic view from the school over the historic Mount, Holy Trinity Church and the Windmill still inspires the artists in the school to capture the very essence of their town. The Governors, staff and I, aim to keep Love Lane at the heart of the community of Rayleigh, reflecting the aspirations of its people and our pupils. ...Read more
This is not currently a GSG-reviewed school.
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Overall school performance (for comparison or review only)
Special Education Needs
Rayleigh Primary School in adopting the Equal Opportunities Policy derived from a ‘World of Opportunities’ accepts the need for every child to have access to an education in keeping with the rights of the child. 'PRINCIPLE 7 The child is entitled to receive education, which shall be free and compulsory, at least in the elementary stages. He shall be given an education which will promote his general culture, and enable him on a basis of equal opportunity to develop his abilities, his individual judgement, and his sense of moral and social responsibility, and to become a useful member of society. The best interests of the child shall be the guiding principle of those responsible for his education and guidance; that responsibility lies in the first place with his parents. The child shall have full opportunity for play and recreation, which should be directed to the same purposes as education; society and the public authorities shall endeavour to promote the enjoyment of this right.' Declaration of Rights for the Child. United Nations. At Rayleigh Primary School all are proud of the safe, secure and motivating culture developed during the growth of the school. We feel it matches the best interests of the community of Rayleigh in accordance with the rights of the child. The current ethos of inclusion is a natural extension of Equal Opportunities. The governors, in keeping with this philosophy, support inclusion that meets the needs of the individual child.
Interpreting catchment maps
The maps show in colour where the pupils at a school came from*. Red = most pupils to Blue = fewest.
Where the map is not coloured we have no record in the previous three years of any pupils being admitted from that location based on the options chosen.
For help and explanation of our catchment maps see: Catchment maps explained
If there are more applicants to a school than it has places for, who gets in is determined by which applicants best fulfil the admissions criteria.
Admissions criteria are often complicated, and may change from year to year. The best source of information is usually the relevant local authority website, but once you have set your sights on a school it is a good idea to ask them how they see things panning out for the year that you are interested in.
Many schools admit children based on distance from the school or a fixed catchment area. For such schools, the cut-off distance will vary from year to year, especially if the school give priority to siblings, and the pattern will be of a central core with outliers (who will mostly be siblings). Schools that admit on the basis of academic or religious selection will have a much more scattered pattern.
*The coloured areas outlined in black are Census Output Areas. These are made up of a group of neighbouring postcodes, which accounts for their odd shapes. These provide an indication, but not a precise map, of the school’s catchment: always refer to local authority and school websites for precise information.
The 'hotter' the colour the more children have been admitted.
Children get into the school from here:
sometimes, but not in this year