Cathcart Street Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
226
AGES
2 - 11
GENDER
Mixed
TYPE
Community 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
0151 606 2000

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
(15/5/18)
Full Report - All Reports
63%
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

Dover Close
Birkenhead
Wirral
CH41 3JY
01516477349

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. As the new headteacher, you have lifted the expectations of staff, parents and carers about what the school expects of pupils’ behaviour, attendance and learning. Weak outcomes in 2016 for pupils in Years 2 and 6 in national assessments of their reading, writing and mathematics spurred leaders to swift action. With skill and determination, leaders have addressed weaknesses in staff’s teaching and their assessments of pupils. Thanks to extensive training, intensive support and precise guidance to staff, the quality of teaching once again makes a positive difference to pupils’ learning. Pupils’ attainment rose strongly in national assessments in 2017. Pupils make good progress. School information demonstrates that their attainment continues to rise in reading, writing and mathematics throughout the school. Staff, leaders and governors are determined to give pupils a broad range of experiences to enrich their understanding of the world. Staff plan the curriculum very carefully to strengthen pupils’ first-hand experiences and their language. Pupils visit many special places, such as local museums, art galleries and places of worship. They speak with a wide range of visitors to the school and participate in numerous whole-school events and fundraising activities. Leaders give close attention to improving all aspects of the school, for example the planned curriculum, extra-curricular clubs and the quality of staff’s knowledge of different subjects. They set ambitious targets to improve the work of staff and match these with frequent support. Staff are becoming more confident and creative in how they teach. For example, in Year 3, they taught pupils to measure volume by using jugs of coloured water. Pupils were full of enthusiasm and deeply engaged in their learning. In their books, pupils wrote keenly how they had solved the challenges set by the teacher. Staff morale is high. They appreciate the way that you and other leaders challenge and support them in their work. You focus clearly on developing the well-being of teachers and teaching assistants. Leaders and governors make a determined and successful effort to manage staff workload. Parents say that staff and leaders are frequently available to speak with them, for example in the playground at the start of the day. They say that leaders respond fully to any concerns they raise. Leaders and staff know the needs of individual pupils in detail. Parents are happy with the work of the school, particularly their children’s progress in reading, writing and mathematics. They value the regular communication from leaders via social media, the school website and newsletters. You have successfully addressed most of the areas highlighted for improvement at the previous inspection. In lessons, pupils are clear about what staff ask them to do. Staff give pupils sufficient time to complete activities. Senior and middle leaders develop precise, well-informed plans to improve the school. They and governors use these plans to review the pace and scale of improvement. Even so, leaders and staff have found it more difficult to ensure that the most able pupils attain at greater depth in their writing, reading and mathematics. Leaders and staff are not complacent. They are working to make sure that even more pupils achieve beyond expected standards. Pupils’ overall attainment and progress in writing are good. Staff and leaders are taking many steps to improve pupils’ writing skills throughout the school. We agreed that you need to do even more to improve boys’ writing in key stage 2. This is because, in some classes, the attainment of boys lags behind that of girls. Since the previous inspection, the school has developed a successful new class for two-year-olds. For example, in this class, children enjoy a wide range of fiction and non-fiction books presented attractively in a cosy reading area. Staff give much attention to helping two-year-olds develop their language and social skills. However, some leaders do not have a detailed understanding of the learning and care needs of this specific age group of children. Across the early years at the school, children aged two, three and four learn to become confident mathematicians and skilled writers. Even so, some staff help children too much in activities. This holds them back from developing their confidence and thinking as much as they could. Cathcart is a calm school set in modern premises with a professional, yet childfocused feel. Leaders and staff pay great attention to making sure that classrooms and study areas are welcoming, well resourced and supportive of pupils’ learning. Staff have displayed pupils’ beautiful three-dimensional models throughout the school to celebrate their splendid recent work in art lessons.

Cathcart Street Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree 92% Agree 8% Disagree 0% Strongly Disagree 0% Don't Know 0% {"strongly_agree"=>92, "agree"=>8, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} Figures based on 12 responses up to 15-05-2018
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Figures based on 12 responses up to 15-05-2018

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Figures based on 12 responses up to 15-05-2018

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Figures based on 12 responses up to 15-05-2018

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Figures based on 12 responses up to 15-05-2018

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Figures based on 12 responses up to 15-05-2018

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Figures based on 12 responses up to 15-05-2018

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Figures based on 12 responses up to 15-05-2018

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Figures based on 12 responses up to 15-05-2018

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Figures based on 12 responses up to 15-05-2018

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Figures based on 12 responses up to 15-05-2018

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Figures based on 12 responses up to 15-05-2018

Responses taken from Ofsted Parent View

Your rating:
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