Our Lady's Catholic College
Catchment Area, Reviews and Key Information

Post 16
School Guide Rating

Morecambe Road
11 - 18
Voluntary aided school
4 1 1 2 3 4
Ofsted Inspection
Full Report - All Reports
5+ GCSEs grade 9-4 (standard pass or above) including English and maths
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School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You all have a very strong knowledge and understanding of the school’s strengths and what needs to be improved. You have effectively addressed most of the areas for improvement identified during the last inspection and it is clearly evident that the school has continued to grow and improve. Since becoming headteacher in September 2015, you have continued to provide the school with strong and compassionate leadership. You have successfully ensured that staff at the school continue to be ambitious for all pupils and relentlessly promote the inclusive and caring school values. Capably supported by school governors, you have managed some acute budgetary issues with foresight and sensitivity. The local community is becoming increasingly aware of the high-quality education provided by the school and it is hugely promising to note the strong growth in the number of parents who are choosing to send their children to the school in 2017/18. You and other leaders have ensured that the school community remains happy and harmonious. Members of staff enjoy working at the school and parents are extremely complimentary about the school’s work. The wider school community is united in its determination to provide pupils at the school with a broad education that will enable them to thrive and flourish in modern Britain. Middle leaders have made a significant contribution to improvements within the school. Leaders with responsibility for year groups have focused more sharply on the academic progress being made by pupils. Leaders with responsibility for individual subjects have a very precise understanding of strengths and areas for development within their areas due to the effective monitoring of teaching and careful scrutiny of information about pupil performance. Leaders know what needs to be done to improve the school further and are taking appropriate actions to further develop the school’s effectiveness. This, in turn, has led to many improvements across the school such as better attendance, reduced exclusions for poor behaviour and disadvantaged pupils making faster progress in most subjects. You recognise that further work is needed to improve the quality of pupils’ writing across the curriculum to raise their outcomes further. Leaders have secured improvements to the quality of teaching across the school. Teaching is particularly effective for low- and middle-ability pupils. You are focusing appropriately on improving progress rates for the most able. Pupils respond positively to feedback from their teachers that pinpoints precisely what they need to do to improve their work. One parent commented that teachers routinely ‘go the extra mile’ by providing a range of extra lessons and revision classes to ensure that no pupil falls behind. Pupils are now making faster progress in most subjects. Pupils make exceptionally quick progress in key stage 4 in subjects such as business studies, health and social care, and information technology. Students make equally rapid progress in the sixth form in vocational courses. In the majority of subjects across the school, pupils make progress from their starting points that is at least broadly in line with national averages. Pupils in key stage 4 and students in the sixth form benefit from good-quality careers advice and guidance. This aspect of provision is not as strong in key stage 3. Safeguarding is effective. The leadership team has created a culture in which the safety and well-being of pupils are paramount. Safeguarding arrangements are clearly fit for purpose and records are detailed and precise. Staff at all levels receive appropriate training that equips them with a clear understanding of safeguarding issues. They are vigilant to signs of abuse and neglect and this has led to a significant increase in the number of referrals made to the school’s designated safeguarding lead. The school liaises effectively with external agencies. For example, officers from the Lancashire constabulary have recently delivered training to staff on radicalisation and the government’s ‘Prevent’ duty. The school supports pupils to keep themselves safe very effectively. The school’s approach to e-safety, in particular, is thorough and innovative. In addition to ‘focus weeks’ that build pupils’ awareness of online dangers, a group of ‘digital leaders’ play an active role in teaching their fellow pupils about how to keep safe online. Leaders are also keen to exploit opportunities to raise parental awareness of potential threats to their children’s health and well-being and parents evenings are often utilised to provide parents with valuable information.

Our Lady's Catholic College 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
All attending pupils
National School Census Data 2020
Pupil heat map key

How many pupils attending the school live in the area?


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

0300 123 6707

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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