Saint Mary's Catholic Primary School
Catchment Area, Reviews and Key Information

Primary
School Guide Rating
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Hastings Street
Loughborough
LE11 5AX
01509212621
Pupils
203
Ages
4 - 11
Gender
Mixed
Type
Academy converter
4 1 1 2 3 4
NATIONAL AVG. 2.08
Ofsted Inspection
(12/1/17)
Full Report - All Reports
69%
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, leaders and governors have overcome the challenges presented by staff changes and a changing school population. Yours is a cohesive and caring school community where cultural differences are celebrated. The school’s strong ethos promotes values well, and pupils know the importance of respect and tolerance. When I spoke to pupils during my visit, they said that they get on well together. They said they like raising funds to help others and they showed a good understanding of faiths different to their own. Pupils also value taking part in sports and musical activities. Those pupils who are new to the school say that they are made to feel welcome. Since the previous inspection, you have experienced a rise in the number of pupils who arrive at the school, often mid-year, speaking little or no English. You and your staff accommodate these pupils well and they get off to a good start in learning to speak English. However, in recent years this has had an effect on the overall outcomes for pupils. This is because some newcomers had insufficient time at your school to catch up, or insufficient knowledge of the English language to reach the expected standards by the end of Year 2 and Year 6. In order to reduce this effect and to raise standards, you and your leaders have made effective changes to the curriculum and ironed out some inconsistencies in the quality of teaching. You have established effective assessment systems to check pupils’ progress and you deploy additional staff well to provide extra support for those pupils who need it. The biggest improvement is in writing. Pupils make good progress and write extensively across a range of subjects. Boys are doing well because they enjoy the subjects that they write about. You have introduced a consistent approach to the regular teaching of grammar, punctuation and spelling which pupils, including the most able, use well in their writing. At the time of the previous inspection, you were asked to ensure that teachers’ plans focused on what pupils should learn. You have addressed this well. Teachers tell pupils what they are learning about and what they are expected to achieve by the end of lessons. You have also addressed areas for development in reading and introduced new approaches to help pupils to gain meaning from what they read. Those pupils who read to me during my visit did so with fluency. Less-able pupils use their learning about phonics to help them to tackle new words. The most able pupils enjoy reading more complex texts but some struggle with interpreting what they read. In mathematics, leaders’ thorough analyses of the curriculum and test results have led to the clear identification of any gaps in pupils’ learning. You and your staff have placed a strong focus on improving pupils’ arithmetic and this ensures that pupils are making good progress. However, some inconsistencies exist in how well teachers check pupils’ reasoning and help the less able and the most able pupils to consolidate and extend their learning. Safeguarding is effective. Leaders, together with governors, ensure that policies and systems are fit for purpose. You maintain detailed records of any child protection concerns. You use the good lines of communication with external agencies and families well to address any concerns over children’s welfare. You make sure that staff receive relevant training and regular updates so that they know how to keep pupils safe. Vetting procedures for adults who work with children are secure. Pupils say they feel safe and all of the parents who completed the online questionnaire, Parent View, agree. Pupils receive good guidance on how to stay safe because safety issues are addressed well in the curriculum. For example, learning in history helps pupils to consider racial injustice and intolerance. Trips to outside locations, such as the Danger Zone, help pupils to evaluate risk and learn about potential dangers such as exploitation. Pupils know about the various forms of bullying due to regular online days and anti-bullying weeks. These help pupils and parents to understand how to deal with any concerns that may arise. Leaders use guidance from the local police and the local authority effectively to check pupils’ understanding of issues such as extremism.

Saint Mary's Catholic 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

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 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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