Sacred Heart Catholic Primary School Leigh
Catchment Area, Reviews and Key Information

Primary
PUPILS
304
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
01942 244 991

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
(14/11/17)
Full Report - All Reports
60%
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

Windermere Road
Leigh
WN7 1UX
01942674226

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You provide clear and consistent leadership. You and your deputy headteacher work effectively together. You understand the school well and your evaluations are based on strong evidence. You use this information to produce clear school improvement plans. Staff and governors understand the improvement plans and these plans will help to move the school forward. Leaders and governors use the opportunities from collaborative work with the neighbouring school, and schools within the collaboration, to help to drive improvements. Staff from the schools work together to share ideas and to learn from one another. Leaders also use this arrangement to ensure that teachers are looking accurately at what pupils know and can do. You and your team have taken effective action to tackle the areas for improvement from the previous inspection. Leaders have ensured that additional adults have the necessary training to support pupils in a range of areas. You deploy additional adults well, and their interventions have a positive impact on pupils’ outcomes. Teachers follow the school’s marking policy. However, you acknowledge that there are times when teachers do not identify errors in grammar, punctuation and spelling in subjects other than English. This lowers the quality of work seen in these books. Pupils demonstrate good behaviour for learning. They say that they can get on with their work and that teachers support them to improve. Pupils demonstrate resilience, particularly in reading in Year 5 and Year 6, where pupils work with challenging texts. Pupils behave well at all times. There is little disruption in lessons. Pupils say that sometimes they fall out on the playground but that adults deal with this quickly. Your Christian values are evident in the care and consideration that pupils show towards one another and towards adults. Pupils say good morning and hold doors open for one another and adults. Older pupils look after and support younger pupils very well. Pupils work well together and are supportive of one another. They live by the ‘give me 5’ philosophy of fairness, kindness, love, friendship and happiness. As a result of the carefully planned curriculum, pupils know how to keep themselves safe. Teachers ensure that they teach pupils how to stay safe on the road, near water and what to do if approached by a stranger. Pupils have a good understanding of different world religions. You promote British values effectively and prepare pupils well for life in modern Britain. You recognise that pupils do not have the same understanding of wider world cultures and have already begun work to address this. Pupils value the additional opportunities they are given. They participate in a wide range of after-school activities. Teachers ensure that the broad curriculum enhances pupils’ wider experiences. For example, pupils’ enthusiasm while learning to play the violin was a joy to watch, with pupils moving to the music as well as playing. Safeguarding is effective. Governors ensure that all policies and procedures are in place, including checks on teachers and governors. Training for staff is comprehensive and up to date. All adults know the pupils well and are vigilant to any signs that there may be a concern. Adults report any concerns to you and you follow up concerns swiftly. Leaders engage well with parents to ensure that pupils are kept safe. Governors take their responsibilities around safeguarding seriously. Consequently, all safeguarding arrangements are fit for purpose and records are detailed and of a high quality. Inspection findings A key line of enquiry for this inspection was related to leaders’ actions to increase the proportion of children reaching the expected good level of development at the end of Reception. The majority of children start school with skills and abilities below those typical for their age. An increasing proportion reach a good level of development, so that this is now almost in line with national averages. Leaders continually develop the provision in early years so that it is exciting and stimulating. Adults support children to develop their growing independence. Teachers and other adults check and monitor children’s progress carefully and design activities based on this information to develop children’s knowledge and understanding further.

Sacred Heart Catholic Primary School Leigh Parent Reviews



unlock % Parents Recommend This School
Strongly Agree 82% Agree 11% Disagree 7% Strongly Disagree 0% Don't Know 0% {"strongly_agree"=>82, "agree"=>11, "disagree"=>7, "strongly_disagree"=>0, "dont_know"=>0} Figures based on 28 responses up to 01-04-2019
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Figures based on 28 responses up to 01-04-2019

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Figures based on 28 responses up to 01-04-2019

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Figures based on 28 responses up to 01-04-2019

unlock

Figures based on 28 responses up to 01-04-2019

unlock

Figures based on 28 responses up to 01-04-2019

unlock

Figures based on 28 responses up to 01-04-2019

unlock

Figures based on 28 responses up to 01-04-2019

unlock

Figures based on 28 responses up to 01-04-2019

unlock

Figures based on 28 responses up to 01-04-2019

unlock

Figures based on 28 responses up to 01-04-2019

unlock

Figures based on 28 responses up to 01-04-2019

Responses taken from Ofsted Parent View

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