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:
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.
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.
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.
The leadership team has maintained the good quality of education in the school since the last inspection. From the point of your appointment in September 2017, you have established a clear sense of purpose and direction. Governors, parents and carers, staff and the local authority speak positively about your strong leadership. Finchley Catholic High School is a welcoming community with positive relationships throughout the school. Morale is high. Members of staff who spoke to inspectors said that they are proud to work at the school. An overwhelming majority of parents who responded to Parent View, Ofsted’s online survey, agreed that the school is well led and said that they would recommend the school to another parent. Many commented positively about the high-quality pastoral care the school provides, and said that their child is happy and safe at school. Pupils acknowledge the strong levels of support, guidance and care they receive and said that they feel highly valued. They are appreciative that staff will go ‘the extra mile’ to help them beyond their lessons. As a result, pupils have very strong attitudes to learning, enjoy school, attend consistently and behave very well. They are polite and courteous to adults and to each other. Attainment for pupils at key stage 4 is much higher than the national average, including in English and mathematics. However, in 2017, the most able pupils’ progress was below expectations. You and your leaders know that the progress of most-able pupils needs to improve further, especially in English. You have already put action plans in place to tackle this issue. Current school assessment information indicates improved progress for the most able pupils in Year 10 and Year 11. At the previous inspection, leaders were charged with improving the rates of progress for pupils in the sixth form. Through strong leadership, effective teaching and assiduous monitoring of students’ academic and pastoral progress, outcomes in the sixth form are now well above the national average across a range of subjects. You, the leadership team and governors have a good understanding of the school’s strengths and what needs to be improved further. Since your appointment, you have strengthened the support provided to disadvantaged pupils to ensure that they make the same progress as their peers and that of other pupils nationally. However, you are aware that there is more to be done to accelerate the progress of the most able disadvantaged pupils. Safeguarding is effective. The leadership of safeguarding is strong, as is the scrutiny provided by the governing body. Staff are well trained and regularly updated on safeguarding issues, including the ‘Prevent’ duty. Staff liaise effectively with external agencies and are proactive in referring any concerns to the appropriate professionals. You have ensured that all safeguarding arrangements are fit for purpose, and records are detailed and of high quality. All pupils that we spoke with during the inspection said that they feel safe in school. They said that bullying is rare and that staff deal swiftly with any that does happen. Pupils know how to keep themselves safe, particularly online. Parents agree that their children are safe and happy in the school. Inspection findings We pursued a number of lines of enquiry to ascertain whether the school continues to be good. Our first line of enquiry was to consider the progress of the most able pupils. Outcomes in 2017 remained high. The proportion of pupils in Year 11 attaining standard pass grades in English and mathematics was well above average. A much higher than average proportion of pupils also attained a higher grade 5 or above. However, these impressive headline figures mask some underachievement, particularly of the most able pupils. In English a proportion of pupils did not make the progress expected of them. As a result, they did not attain the very highest grades. Leaders and governors are, rightly, prioritising the progress and attainment of the most able pupils. Inspectors observed the use of skilful questioning by teachers in a number of lessons, including Year 7 English, Year 10 science and Year 12 further maths lessons. As a result, pupils were able to deepen and consolidate their learning and, thus, achieve at greater depth. However, in some lessons, activities planned did not sufficiently challenge pupils, particularly the most able. Inspectors found that, at times, pupils’ work in books lacks depth and expectations for the presentation of work are not consistently high. Opportunities to develop extended writing skills are restricted. As a result, pupils are not making the progress of which they are capable. A further key focus for this inspection was to explore the provision for disadvantaged pupils. In 2017, disadvantaged pupils did not make as much progress overall as their non-disadvantaged peers nationally. The school has introduced a range of strategies to improve the achievement of disadvantaged pupils. For example, each disadvantaged pupil is identified, their needs assessed, and funds used to give additional support, as required. Teaching staff are held to account for the outcomes of their disadvantaged pupils. School assessment data indicates that disadvantaged pupils are making gains in their learning. Pupils’ books show that they are making progress in line with their peers. Nevertheless, leaders know that there is more to do. Sometimes, learning is not structured well enough to provide appropriate challenge. Consequently, the most able disadvantaged pupils do not make consistently strong progress. Attendance for pupils overall is above that of their peers nationally. However, in 2016 and 2017 disadvantaged pupils’ attendance was below that of other pupils nationally. Since 2017, pastoral leaders have increased their focus on the progress and attendance of disadvantaged pupils. They know their pupils very well and ensure that appropriate intervention and support is put in place. As a result, the attendance and progress of disadvantaged pupils is improving. Our final area of focus during the inspection was the sixth form. Since the last inspection, leaders have prioritised improvements to the sixth form. As a result, the progress students make in the sixth form has improved and is now well above the national average. A high proportion of pupils move on to the school’s sixth form after Year 11. Retention rates between Year 12 and Year 13 are high. Leaders and teachers are meticulous in their tracking of students’ progress and are quick to provide academic and pastoral support, where necessary. Students value the high-quality teaching. The majority of students move on to appropriate university courses, including Russell Group universities, and some pursue apprenticeships. Next steps for the school Leaders and those responsible for governance should ensure that: teachers challenge pupils, particularly the most able and most able disadvantaged pupils, so that they make substantial progress and attain higher grades, particularly in English teachers have consistently high expectations of what pupils can achieve and provide opportunities for extended writing across the curriculum. I am copying this letter to the chair of the governing body, the director of education for the Archdiocese of Westminster, the regional schools commissioner and the director of children’s services for Barnet. This letter will be published on the Ofsted website.
Finchley Catholic High School Parent Reviews
Average Parent Rating
“A school for pupils to flourish.”
11 June 2018AUTHOR: Y7 parent
This is an excellent school where boys (and girls in the sixth form) are encouraged to be individuals and embrace challenge. Pupils feel happy and safe in school and the pastoral care is outstanding. There is a broad curriculum and wonderful opportunities for pupils to participate in extra-curricular clubs, concerts and sports events. Homework has never been a difficulty as my son manages his time well. The school is well-led and staff are passionate about their subjects. Overall, a wonderful community for boys to flourish.
“Fantastic school, happy and well behaved boys (as well behaved as teenagers can be)”
23 May 2018AUTHOR: A Parent
I am very surprised with the negative review on this site. My two sons attended this school as did the sons of most of my local friends. I personally would rate the school as one of the best in Barnet. The Pastoral care is second to none. The teaching is excellent and the school provides a happy and safe learning envioroment. Certainly in my house my sons never suffered with too much homework. I was sad when they left.
“Poor leadership - other much better local schools”
20 October 2017AUTHOR: TVC15
The school has historically been poorly led and this lack of directional or innovative leadership shows in every facet of the school, but perhaps is most highlighted in the pastoral care which, in my opinion, doesn't allow for any boy to be an individual.
“Lack of planning”
08 May 2017AUTHOR: Cl30
Too much homework. In my experience, teachers do not communicate with each other with regards to homework.
Some weeks, the children are bombarded with homework and other times not. Inconsistent.
2015 GCSE RESULTSImportant information for parents
Due to number of reforms to GSCE reporting introduced by the government in 2014, such as the exclusion of iGCSE examination results, the official school performance data may not accurately report a school’s full results. For more information, please see About and refer to the section, ‘Why does a school show 0% on its GSCE data dial? In many affected cases, the Average Point Score will also display LOW SCORE as points for iGCSEs and resits are not included.
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