Botwell House Catholic Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
686
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 2021, ONS
(01895) 556644

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
(12/6/18)
Full Report - All Reports
67%
NATIONAL AVG. 65%
% 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 10% of schools in England) Below Average (About 8% of schools in England) Average (About 67% of schools in England) Above Average (About 5% of schools in England) Well Above Average (About 10% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 7% of schools in England) Average (About 64% of schools in England) Above Average (About 9% of schools in England) Well Above Average (About 10% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 11% of schools in England) Average (About 58% of schools in England) Above Average (About 10% of schools in England) Well Above Average (About 10% of schools in England)

School Results Over Time

2017 2018 2019 UNLOCK

% pupils meeting the expected standard in Key Stage 2 tests (age 11)
2017 2018 2019 UNLOCK

% pupils meeting the higher standard in Key Stage 2 tests (age 11)

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

Botwell Lane
Hayes
UB3 2AB
02085732229

School Description

You have maintained the good quality of education in the school since the last inspection. You and your senior leadership team are accurate and honest in your evaluation of the school and you have clear and strategically sound plans to secure further improvements. The middle leaders are a strength of the school, through careful training and support; they have ownership of the initiatives in place to deepen the progress of pupils. They evaluate the impact of these initiatives effectively to support overall improvement. A culture of positive challenge is provided by the governing body, which supports and holds the senior leadership team to account. Governors have a clear understanding of areas of focus for the school and assist you and your senior team in your drive for improvement. Pupils are proud of their learning community and genuinely enjoy the experience of learning. They are articulate, polite and kind, and value each other, the people around them and the opportunities they are given. They are enthused by additional activities offered by the school, such as ‘The Daily Mile’ or participation in ‘Book Week’, and understand how these enhance their learning. The previous inspection report asked the school to focus on the most able pupils. The school has been largely successful in this, and outcomes for the most able at key stage 2 have improved. Even so, teachers’ expectations of writing are not consistently high across all subjects. Additionally, the pupil premium funding is not always used to support eligible pupils in their specific area of need. Safeguarding is effective. The leadership team has ensured that all safeguarding arrangements are fit for purpose. Leaders and governors understand their statutory responsibility to keep children safe and see this as a high priority. All staff employment checks have been completed, and referrals to external agencies are appropriate and timely. Online safety is a high priority and school leaders work closely with pupils on this issue. The school uses tools such as anti-bullying week, in addition to regular curriculum time, to ensure that pupils know how to keep themselves safe. Staff are aware of safeguarding procedures, through effective and regular training. If they have a concern about a pupil, they know the correct action to take. Inspection findings  We were interested to explore what the school is doing in mathematics, especially for disadvantaged pupils and girls. The 2017 Year 6 test results showed that disadvantaged pupils and some girls did not make as much progress as their peers. We visited lessons, spoke to pupils and looked at their books. We met with middle leaders and met with senior leaders to discuss how effectively the pupil premium funding is being used.  As a result of your comprehensive monitoring, you have focused on developing the teaching of reasoning skills and mastery in mathematics. Teachers are well trained in this initiative and leaders ensure that there is a consistent approach to lessons. Pupils’ exercise books show that this is already having an impact in mathematics and related subjects, and outcomes for girls and disadvantaged pupils are improving. Science lessons follow an investigative structure which allows pupils to apply the skills learned and develop their answers to include reasoning. Even so, the barriers to achievement for some disadvantaged pupils are not clearly identified, and so the pupil premium funding is not always used to support eligible pupils in their specific area of need.  We also explored what the school is doing to raise standards in writing, especially for disadvantaged pupils. The 2017 teacher assessment data shows that this group of pupils did not make as much progress as their peers.  Leaders have a strategic plan in place to improve writing. Initiatives include the use of an online writing programme and an increased focus on grammar. Pupils are given support to understand different writing techniques prior to lessons so they can apply these techniques in the work they produce. They are given opportunities to write at length in English and religious studies lessons. All pupils, including those who are disadvantaged, produce high-quality writing, with opportunities to use a range of vocabulary. Even so, opportunities for extended independent writing are limited to these subjects, and so pupils do not apply these writing skills to a range of situations across the curriculum.

Botwell House Catholic Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree 33% Agree 58% Disagree 6% Strongly Disagree 0% Don't Know 3% {"strongly_agree"=>33, "agree"=>58, "disagree"=>6, "strongly_disagree"=>0, "dont_know"=>3} Figures based on 36 responses up to 05-07-2018
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Figures based on 36 responses up to 05-07-2018

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Figures based on 36 responses up to 05-07-2018

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Figures based on 36 responses up to 05-07-2018

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Figures based on 36 responses up to 05-07-2018

unlock

Figures based on 36 responses up to 05-07-2018

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Figures based on 36 responses up to 05-07-2018

unlock

Figures based on 36 responses up to 05-07-2018

unlock

Figures based on 36 responses up to 05-07-2018

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Figures based on 36 responses up to 05-07-2018

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Figures based on 36 responses up to 05-07-2018

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Figures based on 36 responses up to 05-07-2018

Responses taken from Ofsted Parent View

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