Corpus Christi RC Primary School
Catchment Area, Reviews and Key Information

Primary
School Guide Rating
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Cargo Fleet Lane
Middlesbrough
TS3 8NL
01642211597
Pupils
263
Ages
3 - 11
Gender
Mixed
Type
Academy converter
4 1 1 2 3 4
NATIONAL AVG. 2.08
Ofsted Inspection
(23/10/18)
Full Report - All Reports
52%
NATIONAL AVG. 65%
% pupils meeting the expected standard in reading, writing and mathematics
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School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You lead a strong leadership team which is focused and works hard to ensure that pupils are safe, settled and make good progress. You and your staff have created an attractive, welcoming setting and have established a positive learning culture which extends throughout the school. This is reflected in the views of pupils and parents. Pupils are proud of their school. They talked with enthusiasm about the work of their teachers and the school council. They were keen to tell me about the benefits of being a ‘Global Learning’ school. Parents with whom I spoke were almost unanimous in their praise for the school. One parent said, ‘I couldn’t put into words how good this school is. It is very much part of the community’, while another spoke of the ‘fantastic support’ it provides for parents. These views were reinforced by the small number of parents who responded on Parent View, Ofsted’s online questionnaire. Governors were also keen to describe the school’s strengths and said that Corpus Christi is the ‘heart’ of the local community. You provide determined and astute leadership and are held in high regard by a highly motivated staff team. Your self-evaluation summary, and that of the early years leader, identifies accurately what is working well and what needs further improvement. Most children enter your school with skills and abilities that are considerably lower than those typically seen for their age. Many have limited language skills. The proportion of disadvantaged pupils is exceptionally high. As a result of good teaching, pupils across the school, including disadvantaged pupils, make good progress from their very low starting points. However, at the end of Year 6 standards of attainment are below the national average. You know that further increasing the proportion of pupils that reach the expected or higher standards by the end of key stages 1 and 2, particularly in mathematics, remains an important next step. Following your last inspection, you were tasked to improve the rate of progress of children in the early years and into Year 1. Considerable work has been carried out to improve early years provision. You correctly identified that effective language acquisition was key to children’s good progress. Weekly meetings to check and review children’s work mean that any children with gaps in their learning are identified and supported. The early years leader has worked hard and effectively to provide training for parents. Increasingly, children are being supported at home. Since the last inspection the proportion of children achieving a good level of development has increased, although it is still below the national average. Safeguarding is effective. Leaders have established policies and practice that are effective, fit for purpose and are tailored well to reflect the nature of the community the school serves. Safeguarding records are appropriately detailed and of high quality and all checks for the recruitment of staff are in place. As the designated safeguarding leader, you have a comprehensive knowledge of children at risk and have established strong and productive links with outside agencies and families. Attendance, which has been a concern in the past, is assiduously monitored by senior leaders and administrative staff. The school works closely with the local authority and families and, as a result, overall attendance has improved, although it is still marginally lower than the national average for primary schools. Pupils said that they feel safe at school. They described behaviour as good. The say that incidents of bullying are ‘rare’ and agreed that if they saw any bullying they would, ‘tell a teacher and it would be sorted out in less than five minutes!’ Pupils talked confidently about staying safe online, ‘stranger danger’ and road safety. They were keen to explain the role of the elected school council, which regularly discusses ideas to ensure that their peers stay safe and happy. Pupils recently delivered an assembly dealing with cyber bullying and what to do if you are victim. Pupils agreed that they would have no hesitation going to a teacher if they were concerned about anything.

Corpus Christi RC Primary School Catchment Area Map

This pupil heat map shows where pupils currently attending the school live.

Enter a postcode to see where you live on the map
heatmap example
Source:
All attending pupils
National School Census Data 2020
ONS
Pupil heat map key

How many pupils attending the school live in the area?

Many
Some
Few



The concentration of pupils shows likelihood of admission based on distance criteria

01642 201890, 201891, 201889

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 areas from which pupils are admitted to a school can change from year to year to reflect the number of siblings and pupils admitted under high priority admissions criteria.

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.

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