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Cabot Primary School
Halston Drive, St Paul's, Bristol BS2 9JE
Cabot Primary School is an academy. It has about 190 boys and girls aged between 4 and 11. Ofsted last inspected the school in January 2015. The present school opened in 2022.
Particular strengths include Admissions. Relative weaknesses include Attainment and Environment.
The school's overall score (out of 100) is given below. Coloured segments show the contributions of each indicator, explained in more detail below. Hover over the segments for details. Personalise the score by clicking on the button to set your own priorities.
Choose what matters most to you with the menus below. By default, all indicators are set to ‘Relevant’ and are weighted equally in calculating overall scores for each school. Choose ‘Important’ for higher priorities and ‘Unimportant’ or ‘Ignore’ for lower priorities.

Other schools nearby

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Distance
(miles)
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0.8Sefton Park Infant School
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0.9Willow Park CofE Primary School
Overall scores for nearby schools are shown. Click on school names to go their corresponding pages. Use the button on the left to personalise these scores based on your own priorities.

Admissions: Above average. The occupancy rate is quite low.
Disadvantaged pupils: Poor. Progress in maths is poor. Progress in reading is below average. Progress in writing is below average.
Finances: Poor. However, the school budget has been roughly in balance
Attendance: Poor. Pupil absence rates and the incidence of persistent absence are both very high.
Environment: Poor. Air pollution and traffic accidents are quite high, while crime is very high.
Representation: Out of balance. The socio-economic mix is slightly out of balance with the local community, while ethnic representation is out of balance with the local community. Show details
Progress: Poor. Progress in maths, reading and writing are all poor. (This takes into account pupils' prior performance. For actual grades, see Attainment.)
Attainment: Poor. Maths, reading and GPS (grammar, punctuation and spelling) attainment are all poor. (This doesn't take into account pupils' prior performance. For that, see Progress.)
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