Blessed Edward Oldcorne Catholic College
Catchment Area, Reviews and Key Information

Secondary
PUPILS
1043
AGES
11 - 16
GENDER
Mixed
TYPE
Voluntary aided school
SCHOOL GUIDE RATING
Not Rated

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 2021, ONS
01905 822700

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?

4 1 1 2 3 4
NATIONAL AVG. 2.08
Ofsted Inspection
(22/3/22)
Full Report - All Reports
64%
NATIONAL AVG. 60%
5+ GCSEs grade 9-4 (standard pass or above) including English and maths



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Progress Compared With All Other Schools

UNLOCK Well Below Average (About 12% of schools in England) Below Average (About 20% of schools in England) Average (About 37% of schools in England) Above Average (About 17% of schools in England) Well Above Average (About 14% of schools in England)

School Results Over Time

2017 2018 2019 UNLOCK

% of pupils who achieved 5+ GCSEs grade 9-4
2017 2018 2019 UNLOCK

% of pupils who achieved GCSE grade 5 or above in both English and maths

These results over time show historic performance for key exam results. We show pre-pandemic results as the fairest indicator of whether performance is up, down or stable

Timberdine Avenue
Worcester
WR5 2XD
01905352615

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. High results have been sustained across most subjects at key stage 4, and rates of progress are at least in line with national expectations for most pupils. Those pupils who join the school below the expected standard for their age in literacy and numeracy are well supported and almost all catch up with their peers in Year 7. You are determined that the potential of every child is realised. You show strong commitment to ensuring that the school supports the learning and well-being of all pupils. The school’s values are embraced by the school community, with a strong commitment to gospel values and personal achievement. Staff and pupils meet your high expectations and they agree that the school is an inclusive community where everyone is valued. Staff are proud to work at the school. They feel well supported and enjoy their work. The school provides a calm, respectful and harmonious ethos. Close relationships exist between pupils and between pupils and staff. Pupils are polite and courteous around the school site. They are trusted to maintain very high standards of conduct at social times. In lessons, pupils meet the school’s very high expectations of behaviour and they show positive attitudes to their learning. You are particularly proud of work to promote pupils’ personal development and well-being. Pupils, who require additional support emotionally, socially or with their behaviour, benefit from the ‘Sanctuary’ programme. Staff, parent and pupil feedback confirms that the programme successfully develops pupils’ confidence, helps them to overcome anxiety and to acquire essential social skills. Pupils maintain a focus on core subjects and generic learning skills. The school continues to be popular with pupils and their parents. A very large majority of parents agree that their child is well looked after, well taught and makes good progress. Almost all parents who responded to the Parent View survey would recommend this school to other parents, even though some pupils have to travel quite a distance to attend. Pupils are complimentary about their experiences and they value the support that they receive from teachers that helps them to learn and achieve well. They feel that the school is a friendly community, and staff are good at resolving any problems if they arise. Pupils also appreciate the wide range of clubs and extra-curricular activities that are provided for them. Inspectors in the last report noted that the school should make improvements in mathematics. Since then, you and your leaders have worked hard to secure these improvements. Pupils now attain highly in mathematics and most pupils are making good progress in this subject. However, there is room for further improvement in the attainment and progress in mathematics of high-ability pupils, pupils who have special educational needs and/or disabilities or who are disadvantaged. The school has developed its assessment procedures. These are used well by the majority of staff. For example, in mathematics, most pupils know their targets and how well they are doing currently. Learning activities in mathematics promote understanding and mathematical reasoning. Safeguarding is effective. You ensure that effective systems are in place to safeguard pupils. All safeguarding arrangements are fit for purpose. Detailed records are maintained and these are of good quality. The school works well with a range of other agencies when necessary and referral processes are robust and secure. Staff receive appropriate and regular training and updates about safeguarding. Staff agree that pupils are safe in school. Pupils gain knowledge and understanding about the ways in which they can keep themselves safe through tutorials and assemblies, some of which are from external presenters. A recent performance to Year 10 of the play ‘The Echo Chamber’ provided a powerful learning experience highlighting risks of extremism and radicalisation. Pupils feel safe in school, and they believe that where bullying happens it is reported and dealt with robustly. However, parental feedback shows that a few parents are concerned about how effectively leaders tackle bullying. Inspection findings Senior leaders and governors know the school well. They are aware of its strengths and those areas that need to improve further. Governors provide effective support and challenge to leaders. Governors scrutinise information about achievement, attendance, behaviour and teaching and ask leaders searching questions. You ensure that leaders and staff focus upon the key areas identified for further improvement, for example prioritising the promotion of reading resulting in higher literacy standards. In 2016 GCSE examinations, your analysis identified that disadvantaged pupils performed significantly less well than other pupils nationally. In the light of this, leaders, governors and staff are working closely together to raise outcomes for disadvantaged pupils. The spending of pupil premium funding is effectively planned and evaluated. The school has moved forward with the implementation of their new pupil premium strategy. Subject leaders make sure that classroom teachers are aware of which pupils are disadvantaged. Teachers plan and implement classroom interventions to support the progress of disadvantaged pupils in all years. A range of other interventions, including mentoring, ensure that support meets the needs of individual disadvantaged pupils. A governor has oversight of the school’s use of the pupil premium and meets regularly with leaders. Findings are reported regularly to the governing body. The school offers a broad and balanced curriculum at key stages 3 and 4. This includes the opportunity for some pupils to study a range of vocational options. Although fewer pupils are entered for the English baccalaureate combination of subjects than the national average, all pupils follow GCSE religious education at key stage 4. The new academic year commences in June. This enables the best use of available learning time, particularly at the start of key stage 4. It also aids a smooth return for pupils to their learning in September. Through subject audits, you ensure that pupils’ spiritual, moral, social and cultural development is delivered throughout the curriculum. Fundamental British values are promoted through a range of learning experiences. These include assemblies, additional curriculum activities across several subject areas and talks by visiting speakers. You are proud of the large number of pupils in Year 11 who take up the opportunity to join the National Citizen Service programme. In 2016 the school was awarded National Citizen Service ‘Champion’ status. You review the curriculum annually and have strategic plans to develop this aspect of your work. This academic year, the school launched a new programme to develop health and well-being at key stage 4 while plans are well advanced with a ‘Learning for Life’ programme in key stage 3. This embodies learning to learn, spiritual, moral, social and cultural learning, careers education and personal and health education. You ensure that careers education and guidance provision enables pupils to make the best decisions for their future education and training. One day a week, an adviser is available to provide guidance for pupils. A range of speakers are invited to outline different routes and opportunities and pupils are informed about local careers fairs and open days. The school’s website ensures that pupils and parents can easily access information on local providers of post-16 education and training. This includes links to sources of independent advice and guidance.

Blessed Edward Oldcorne Catholic College Parent Reviews



unlock % Parents Recommend This School
Strongly Agree 39% Agree 45% Disagree 9% Strongly Disagree 7% Don't Know 0% {"strongly_agree"=>39, "agree"=>45, "disagree"=>9, "strongly_disagree"=>7, "dont_know"=>0} Figures based on 89 responses up to 23-03-2022
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Figures based on 89 responses up to 23-03-2022

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Figures based on 89 responses up to 23-03-2022

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Figures based on 89 responses up to 23-03-2022

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Figures based on 89 responses up to 23-03-2022

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Figures based on 89 responses up to 23-03-2022

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Figures based on 19 responses up to 23-03-2022

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Figures based on 89 responses up to 23-03-2022

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Figures based on 89 responses up to 23-03-2022

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Figures based on 89 responses up to 23-03-2022

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Figures based on 89 responses up to 23-03-2022

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Figures based on 89 responses up to 23-03-2022

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Figures based on 89 responses up to 23-03-2022

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Figures based on 89 responses up to 23-03-2022

Responses taken from Ofsted Parent View

Your rating:
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