Saint John Fisher Catholic Voluntary Academy, Wigston, Leicestershire
Catchment Area, Reviews and Key Information

Primary
PUPILS
209
AGES
4 - 11
GENDER
Mixed
TYPE
Academy converter
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, ONS
0116 3056684

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?

Good
NATIONAL AVG. 2.09
Ofsted Inspection
(09/11/2021)
Full Report - All Reports
71%
NATIONAL AVG. 60%
% 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 9% of schools in England) Below Average (About 9% of schools in England) Average (About 67% of schools in England) Above Average (About 6% of schools in England) Well Above Average (About 9% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 9% of schools in England) Average (About 67% of schools in England) Above Average (About 6% of schools in England) Well Above Average (About 8% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 11% of schools in England) Average (About 59% of schools in England) Above Average (About 11% of schools in England) Well Above Average (About 9% of schools in England)
Shenley Road
Wigston
LE18 3QL
01162882203

School Description

Saint John Fisher is a warm and welcoming school. There is a strong sense of community. Pupils, staff, governors and parents and carers describe the school as a family. Pupils behave well. They are keen to learn. They value the opportunities the school provides for them. They are proud to be pupils at Saint John Fisher. Every pupil the inspector spoke to said that they would recommend the school to a friend. Pupils feel safe in school. They understand what bullying is and say that it does not happen very often. Pupils know that if they have a problem, the adults in school will help them to sort it out. Respect is at the heart of every relationship in the school. Leaders have high ambitions for every pupil. They want pupils to become active and caring members of their communities. The school’s motto, ‘aim high, work hard, be kind’, is lived out by the pupils. A very large majority of parents are delighted with the school. They say that this is a school that really cares about its pupils. One parent said, ‘We needed a safe, trusted place in these turbulent times and Saint John Fisher is that.’ What does the school do well and what does it need to do better? Leaders and governors know the school well. They have worked together closely to continue to improve the school, prioritising curriculum development. Leaders have ensured that all pupils, including those with special educational needs and/or disabilities (SEND), study a wide range of subjects. Curriculum plans have been written for every subject. Plans identify the essential knowledge that pupils need to know and remember. They are designed to make sure that pupils acquire new learning that is building on what they already know. However, while an early years curriculum has been written, it is not included in the curriculum maps for every subject. Subject leaders have not addressed this. This means that it is not clear how the essential knowledge that children learn in early years prepares them for later learning. Subject leaders have received the training they need to lead their subjects well. They have started to check how well the curriculum is being implemented in their subject. Some of this work has been slowed by the pandemic. Subject leaders are at an early stage in making checks to identify where additional changes may be needed to the curriculum. This is so that pupils learn as well as they can. Teachers check what pupils have remembered before moving learning to the next stage. Teachers link new concepts to prior learning. In history, pupils in Year 5 and Year 6 were studying a topic based on a ‘hierarchy and power’ theme. As a result of prior learning, pupils could identify similarities between the last king of the Shang Dynasty and King Henry VIII. Pupils are taught a wide range of historical vocabulary. For example, Year 1 pupils understand and use the words ‘coronation’ and ‘decades’ in the correct context. Pupils across the school have an exceptionally well-developed understanding of historical chronology. The school is a calm and purposeful learning environment. Pupils engage well in their learning and listen intently to their teachers. They are articulate and keen to give their ideas and opinions. This was exemplified in the mathematics lessons visited, where pupils not only gave answers to the teachers’ questions, but also explained their thinking of how they had reached their answers. Reading is central to the school’s curriculum. Pupils say that they enjoy reading. They are enthusiastic about the books they have read at home and in school. Teachers promote the importance of reading effectively. Each class has a range of recommended books for pupils to read. Phonics is taught right from the start of Reception Year. Staff are skilled in the teaching of phonics. As a result, pupils are supported well to become fluent and confident readers. Teachers assess pupils regularly and give them books that match the sounds they know. Pupils who are at risk of falling behind get extra help. Pupils with SEND are fully included in school life. Teachers are ambitious that they will do as well as they can. They make sure that pupils have the help they need to succeed. Teachers are well supported by the special educational needs coordinator (SENCo). Leaders have thoughtfully planned for pupils’ wider personal development. Pupils are taught about respect and responsibility. They learn about the diverse world we live in, how to care for the environment and how to form positive relationships. Pupils are provided with a wide range of opportunities that include sports, music and community events. When pupils leave Saint John Fisher, they are well prepared for the next stage of their education.

Saint John Fisher Catholic Voluntary Academy, Wigston, Leicestershire Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>83, "agree"=>11, "disagree"=>6, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 54 responses up to 09-11-2021
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>89, "agree"=>11, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 54 responses up to 09-11-2021
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>72, "agree"=>22, "disagree"=>4, "strongly_disagree"=>0, "dont_know"=>2} UNLOCK Figures based on 54 responses up to 09-11-2021
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>83, "strongly_agree"=>6, "agree"=>2, "disagree"=>6, "strongly_disagree"=>0, "dont_know"=>4} UNLOCK Figures based on 54 responses up to 09-11-2021
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>83, "agree"=>17, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 54 responses up to 09-11-2021
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>33, "strongly_agree"=>44, "agree"=>13, "disagree"=>4, "strongly_disagree"=>4, "dont_know"=>2} UNLOCK Figures based on 54 responses up to 09-11-2021
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>33, "agree"=>33, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>33} UNLOCK Figures based on 10 responses up to 09-11-2021
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>74, "agree"=>20, "disagree"=>4, "strongly_disagree"=>0, "dont_know"=>2} UNLOCK Figures based on 54 responses up to 09-11-2021
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>70, "agree"=>28, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>2} UNLOCK Figures based on 54 responses up to 09-11-2021
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>63, "agree"=>35, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 54 responses up to 09-11-2021
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>69, "agree"=>30, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>2} UNLOCK Figures based on 54 responses up to 09-11-2021
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>59, "agree"=>22, "disagree"=>6, "strongly_disagree"=>0, "dont_know"=>13} UNLOCK Figures based on 54 responses up to 09-11-2021
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>74, "agree"=>19, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>6} UNLOCK Figures based on 54 responses up to 09-11-2021
Yes No {"yes"=>98, "no"=>2} UNLOCK Figures based on 54 responses up to 09-11-2021

Responses taken from Ofsted Parent View

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