St Cuthbert Mayne Catholic Junior School
Catchment Area, Reviews and Key Information

Primary
PUPILS
237
AGES
7 - 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
0300 123 4043

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
(18/12/2018)
Full Report - All Reports
68%
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)
Clover Way
Gadebridge Road
Hemel Hempstead
HP1 3EA
01442253347

School Description

The leadership team has maintained the good quality of education in the school since the previous inspection. The leadership team has created an enriching learning environment that captures pupils’ interests and motivates them to learn well. Pupils love learning and have the confidence to try new things to enhance what they learn in lessons. For example, pupils have many opportunities to develop as musicians. The school orchestra is a popular enrichment activity that includes a range of instruments such as brass, woodwind and strings. Similarly, the wellattended school choir attracts many pupils to take part in special events, such as singing at a local charity event promoting social justice. Pupils told me that they particularly value the many special days during which they focus on certain aspects of the curriculum, both in school and during educational visits. Pupils’ work shows that they benefit from the many experiences and events they take part in. For example, earlier this term, Year 6 pupils developed their writing as a result of watching a professional theatre production and taking part in practical drama workshops. Pupils live up to the school’s deeply rooted values. Pupils described to me very clearly how they try to fill each other’s ‘emotional buckets’ with acts of kindness so that all pupils can be happy at school. Pupils also explained how they value the many opportunities to support charities and care for people in need. Behaviour is strong in lessons, on the playground and when pupils move around the school. Most respondents to Parent View, Ofsted’s online questionnaire, agreed that the school makes sure that its pupils behave well. Pupils reported that on the rare occasion someone misbehaves, teachers deal with it effectively and it does not happen again. Leaders have been effective in resolving the areas for improvement outlined in the previous inspection report. The actions of leaders have ensured that the most able pupils are taught in line with their high abilities. Teachers provide the most able with greater challenge and their progress is improving. Attainment is also improving as seen in the school’s published assessment information. For example, in 2018, the proportion of Year 6 pupils who attained greater depth and the higher standards was higher than the national average in reading, writing and mathematics and considerably higher in reading and writing. Safeguarding is effective. The leadership team has ensured that all safeguarding arrangements are fit for purpose. Staff and governors place great importance on keeping children safe from harm. Leaders train staff to look for and deal with safeguarding concerns effectively. Staff are watchful for safeguarding risks and signs of harm and act appropriately when concerns arise. Leaders make sure that they keep aware of any local risks in their community such as those associated with social media. Teachers regularly teach children how to stay safe online. Leaders accurately assess and put in place effective measures to reduce risks. Any potential hazards relating to the shared drop-off location with a neighbouring school and the shared field with another neighbouring school are well managed to keep pupils safe. Leaders carry out all the checks required to ensure that adults are suitable to work with pupils. The record of these checks is meticulously maintained and reviewed regularly by governors. Inspection findings Leaders identify in the school development plan the need to improve mathematics. Pupils make similar progress to those in most other schools nationally across key stage 2 and attain above national averages by the end of Year 6. Nonetheless, leaders are ambitious for pupils to make better progress. In September 2018, leaders introduced a new research-informed approach. I wanted to see how well these changes were improving the quality of teaching, learning and assessment in mathematics. The approach to mathematics chosen by leaders is working in the classes where this approach is embedded well. In these classes, pupils understand mathematics better and have greater ability to articulate their mathematical thinking. As a result, they are able to reason better and solve complex problems. These improvements are further supported by new strategies to teach pupils to calculate efficiently. Pupils understand number facts well, including number bonds and multiplication tables, and this also helps them to reason more effectively. The most able pupils report that they like the way they are taught in mathematics. These pupils understand the purpose of the new methods and use them well to deepen their thinking about mathematics. Work in books shows that the most able pupils make substantially greater progress as a result of the developments introduced. However, the new approach to teaching mathematics is not embedded fully across the.

St Cuthbert Mayne Catholic Junior School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>64, "agree"=>35, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 121 responses up to 20-12-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>68, "agree"=>28, "disagree"=>2, "strongly_disagree"=>1, "dont_know"=>1} UNLOCK Figures based on 121 responses up to 20-12-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>46, "agree"=>39, "disagree"=>14, "strongly_disagree"=>0, "dont_know"=>1} UNLOCK Figures based on 121 responses up to 20-12-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>58, "agree"=>38, "disagree"=>3, "strongly_disagree"=>1, "dont_know"=>0} UNLOCK Figures based on 121 responses up to 20-12-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>45, "agree"=>45, "disagree"=>7, "strongly_disagree"=>0, "dont_know"=>2} UNLOCK Figures based on 121 responses up to 20-12-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>44, "agree"=>45, "disagree"=>10, "strongly_disagree"=>0, "dont_know"=>1} UNLOCK Figures based on 121 responses up to 20-12-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>55, "agree"=>34, "disagree"=>7, "strongly_disagree"=>3, "dont_know"=>1} UNLOCK Figures based on 121 responses up to 20-12-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>31, "agree"=>39, "disagree"=>9, "strongly_disagree"=>4, "dont_know"=>17} UNLOCK Figures based on 121 responses up to 20-12-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>45, "agree"=>45, "disagree"=>4, "strongly_disagree"=>2, "dont_know"=>4} UNLOCK Figures based on 121 responses up to 20-12-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>45, "agree"=>38, "disagree"=>10, "strongly_disagree"=>2, "dont_know"=>5} UNLOCK Figures based on 121 responses up to 20-12-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>43, "agree"=>44, "disagree"=>12, "strongly_disagree"=>0, "dont_know"=>1} UNLOCK Figures based on 121 responses up to 20-12-2018
Yes No {"yes"=>93, "no"=>7} UNLOCK Figures based on 121 responses up to 20-12-2018

Responses taken from Ofsted Parent View

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