St Ethelbert's Catholic Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
418
AGES
3 - 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 2021, ONS
01753 475 111, 01753 787670

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
(12/3/19)
Full Report - All Reports
66%
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

Wexham Road
Slough
SL2 5QR
01753522048

School Description

The leadership team has maintained the good quality of education in the school since the previous inspection. Together with senior leaders, you have led a successful drive to improve teaching and learning. Senior leaders are proven, successful teachers, offering strong support and expertise to colleagues at various stages of their career so that the quality of teaching continues to improve. Staff receive regular professional development opportunities to develop their skills, including in leadership. When new initiatives are started, leaders ensure that staff have the right training and subject knowledge to equip them for their roles. This approach successfully tackles one of the areas for improvement from the previous inspection. Staff morale is high. All who expressed a view said that they felt proud to be part of the staff team. Senior leaders have a thorough understanding of the strengths of the school and the areas that need to improve. Improvement plans contain clear, measurable success criteria so that leaders at all levels can be held closely to account. Middle leaders also understand how well their subject is taught and how well pupils are achieving. They undertake a range of monitoring activities, including observing teaching and scrutinising pupils’ work, to check that teaching is enabling pupils to achieve well. Pupils enjoy coming to school. They find lessons interesting and challenging because teachers find ways of making sure that all pupils understand. One boy explained, ‘Everyone is treated in a way that will help you achieve what you need to achieve.’ Pupils know that they will also find help from their classmates if they start to struggle. Teachers have high expectations of pupils. They plan carefully, making sure that lessons are adapted to meet the needs of all pupils including, in particular, the most able pupils. Consequently, pupils, whatever their level of ability, have positive attitudes to learning, work hard and are proud of their successes. The school’s Catholic values play a vital role in the school. These values have a wholly positive impact on pupils, helping them to develop as confident, caring individuals with a clear sense of right and wrong. Pupils have a thorough understanding of equality and are clear that there is no derogatory language or name-calling. They are confident that any new pupils to the school would make friends quickly in this harmonious, happy community. Pupils enjoy taking up the many opportunities to assume responsibility in the school in such roles as peer mediators and as part of the chaplaincy team. Parents are positive about the school. One said: ‘I have found the headteacher and all other staff… to be friendly and dedicated to the school and its pupils.’ Senior leaders and teachers have worked hard to involve parents in their children’s education. Parents feel well informed about how well their children are doing, including through attending weekly drop-in session in classrooms. An increasing number of parents also attend the various events held in the school to help them support their children’s learning at home. The local academy committee contains a range of members with the right skills and experience to provide senior leaders with robust support and challenge. They know the school well because members ask questions, analyse published information about outcomes and visit the school to undertake a range of monitoring activities. The chair explained, ‘We see it and feel it for ourselves.’ This approach has successfully tackled another area for improvement from the previous inspection. Safeguarding is effective. The leadership team has ensured that all safeguarding arrangements are fit for purpose. The school has a strong culture of safeguarding, where everyone accepts and embraces their responsibility for keeping pupils safe. Staff have a clear understanding of safeguarding because leaders ensure that all are trained before they start working at the school. Leaders also provide staff with regular updates so that everyone has the latest information and advice about keeping pupils safe. All staff understand how to recognise the signs that a pupil may be at risk and how to report and record their concerns. When the need arises, senior leaders work closely with external agencies to secure the well-being of vulnerable pupils and families. Pupils feel safe in school. They are kind and thoughtful to each other because the school’s values expect this of them. Pupils understand what bullying means, including cyber bullying. They say that bullying almost never happens, but that when it does it is dealt with quickly and decisively. Pupils learn how to stay safe in a variety of situations, including if caught in a fire, on the road, and when online.

St Ethelbert's Catholic Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree 63% Agree 37% Disagree 0% Strongly Disagree 0% Don't Know 0% {"strongly_agree"=>63, "agree"=>37, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} Figures based on 19 responses up to 18-03-2019
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Figures based on 19 responses up to 18-03-2019

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Figures based on 19 responses up to 18-03-2019

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Figures based on 19 responses up to 18-03-2019

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Figures based on 19 responses up to 18-03-2019

unlock

Figures based on 19 responses up to 18-03-2019

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Figures based on 19 responses up to 18-03-2019

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Figures based on 19 responses up to 18-03-2019

unlock

Figures based on 19 responses up to 18-03-2019

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Figures based on 19 responses up to 18-03-2019

unlock

Figures based on 19 responses up to 18-03-2019

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Figures based on 19 responses up to 18-03-2019

Responses taken from Ofsted Parent View

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