St Catherine Catholic Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
225
AGES
3 - 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, ONS
(01895) 556644

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
(21/11/2023)
Full Report - All Reports
77%
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)
Money Lane
West Drayton
UB7 7NX
01895442839

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You have been well supported by other senior leaders and the governing body to ensure that the school continues to improve. In 2017, pupils achieved well at the end of key stages 1 and 2. However, at the end of key stage 2, pupils make better progress in reading than in writing and mathematics. In addition, the number of pupils working above the expected standard at the end of key stage 2 is higher in reading than in writing and mathematics. You are not complacent and are aware that progress could be stronger in writing and mathematics and for some groups of pupils. At the time of the previous inspection, the school was asked to accelerate boys’ progress in writing by providing them with more activities that encourage them to write. You now make sure that boys have more opportunities to write and develop their writing through enriched first-hand experiences. This has resulted in improved progress in writing for boys across the school. You, the deputy headteacher, other senior leaders and governors have high expectations for your pupils and encourage them to achieve their best. You have created a safe and enjoyable learning environment and pupils said that they enjoy coming to school. Parents and carers are very happy with the provision you offer their children. One parent commented, ‘It’s a great small school that the children really feel part of. There is a real community spirit.’ Pupils are happy and enjoy learning across the curriculum. Pupils look smart in their school uniform and wear it with pride. In every class visited during the inspection, pupils were polite and willing to discuss their learning. School staff support pupils well, and relationships between pupils and adults are positive. Pupils work well together, and there is a strong sense of community across the school. Children in Nursery and Reception get off to a good start, and teaching of early reading and writing is effective. Children make good progress during their time in Nursery and Reception. The proportion of children leaving Reception who have achieved a good level of development has improved year on year for the last three years. Safeguarding is effective. Leaders have ensured that all safeguarding arrangements are fit for purpose. Thorough safeguarding checks are carried out when recruiting staff, governors and volunteers. The single central record of pre-recruitment checks for staff is up to date and checked regularly by school leaders and by the safeguarding governor. There has been recent investment to improve the security of the school site, and visitors are now unable to access the school site without permission. The safeguarding policy meets current child protection requirements, and all staff understand the procedures they need to follow to keep pupils safe. Staff are kept well informed about child protection matters through regular training and updates. They share any concerns they have about pupils’ safety and well-being appropriately with safeguarding leaders. When necessary, the school works effectively with parents and outside agencies to ensure that pupils are safe. Pupils said that they feel safe in school and are confident to speak to staff about any concerns they have. They know that adults are there to help them and keep them safe. The majority of parents responded that their children feel safe at school. Pupils are taught how to keep safe and have a good awareness of the potential dangers they could face online. Pupils said that there are not any bullies at school and incidents of poor behaviour are rare. When these do occur, pupils said that they are dealt with effectively by school staff. Inspection findings In order to establish whether the school continues to provide a good standard of education, we agreed three key lines of enquiry to focus on during the inspection. While the proportion of pupils achieving the expected standard in writing at the end of key stage 2 is in line with national results, the proportion achieving greater depth is below. You had already identified improvements in writing as a key priority, so we agreed to explore the impact of leaders’ actions. Leaders’ actions to improve standards in writing are beginning to have a positive impact. One intervention aimed at engaging and motivating reluctant boys to write was very successful and has subsequently been rolled out across other classes. However, there are still too few pupils working above the standards expected for their age in writing. The second focus was how well pupils are achieving in mathematics. In 2017, Year 6 pupils’ progress was not as good as in reading. In addition, the proportion of pupils achieving the higher standard was below average at the end of key stage 2. School leaders have identified that this a key priority. There have been a number of changes implemented to improve the quality of mathematics teaching and outcomes for pupils. The leadership of mathematics is strong, which has resulted in an improvement in the quality of mathematics teaching across the school. A new calculation policy has been written and implemented to ensure that there is consistency in the approach to mathematics teaching. This has been shared with parents through well-attended parent workshops and a series of video demonstrations taught by the mathematics leader. As a result, pupils’ calculation skills have improved, which has helped improve their performance across the mathematics curriculum. The focus on problem solving and reasoning in mathematics has helped to increase the proportion of pupils working at the higher standard in mathematics. However, in some classes, there is not sufficient challenge for the most able pupils and they are not making the progress they are capable of. The final focus for the inspection was to explore the progress of disadvantaged pupils and the use of pupil premium funding. This is because there is a difference between how well disadvantaged pupils achieve in writing and mathematics and how all pupils achieve. In addition, the progress of disadvantaged pupils at the end of key stage 2 was lower in writing and mathematics than that of other pupils in this year group. School leaders have identified this as an area for improvement and are using the pupil premium grant effectively. Additional teachers have been employed to tutor disadvantaged pupils in writing and mathematics. A lunchtime homework club has been introduced for disadvantaged pupils who struggle to complete homework at home. This has helped to ensure that this group of pupils is not left behind. You track the achievement of disadvantaged pupils regularly and use assessment information to hold teachers to account in pupil progress meetings. There are plans to involve the English and mathematics leaders in these meetings. This will help to devolve leadership and allow these leaders to have a greater understanding of the achievement of disadvantaged pupils. These initiatives have made a positive impact to the disadvantaged pupils and, while there are still differences in the achievement of disadvantaged pupils and that of other pupils, these differences are beginning to close. Next steps for the school Leaders and those responsible for governance should ensure that: teachers further develop pupils’ writing skills so that a greater proportion are working at greater depth within the expected standard for writing there is sufficient challenge in mathematics lessons so that pupils, particularly the most able, make the progress that they are capable of.

St Catherine Catholic Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>82, "agree"=>16, "disagree"=>3, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 77 responses up to 22-11-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>82, "agree"=>16, "disagree"=>3, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 77 responses up to 22-11-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>73, "agree"=>26, "disagree"=>1, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 77 responses up to 22-11-2023
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>70, "strongly_agree"=>14, "agree"=>10, "disagree"=>0, "strongly_disagree"=>1, "dont_know"=>4} UNLOCK Figures based on 77 responses up to 22-11-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>62, "agree"=>32, "disagree"=>4, "strongly_disagree"=>1, "dont_know"=>0} UNLOCK Figures based on 77 responses up to 22-11-2023
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>32, "strongly_agree"=>47, "agree"=>14, "disagree"=>4, "strongly_disagree"=>1, "dont_know"=>1} UNLOCK Figures based on 77 responses up to 22-11-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>62, "agree"=>31, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>8} UNLOCK Figures based on 13 responses up to 22-11-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>60, "agree"=>32, "disagree"=>1, "strongly_disagree"=>1, "dont_know"=>5} UNLOCK Figures based on 77 responses up to 22-11-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>65, "agree"=>31, "disagree"=>1, "strongly_disagree"=>1, "dont_know"=>1} UNLOCK Figures based on 77 responses up to 22-11-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>65, "agree"=>31, "disagree"=>4, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 77 responses up to 22-11-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>65, "agree"=>31, "disagree"=>4, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 77 responses up to 22-11-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>82, "agree"=>16, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>3} UNLOCK Figures based on 77 responses up to 22-11-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>61, "agree"=>27, "disagree"=>6, "strongly_disagree"=>0, "dont_know"=>5} UNLOCK Figures based on 77 responses up to 22-11-2023
Yes No {"yes"=>96, "no"=>4} UNLOCK Figures based on 77 responses up to 22-11-2023

Responses taken from Ofsted Parent View

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