St Francis Xavier's Primary School
Catchment Area, Reviews and Key Information

Primary
School Guide Rating
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Venns Lane
Hereford
HR1 1DT
01432273941
Pupils
203
Ages
4 - 11
Gender
Mixed
Type
Voluntary aided school
4 1 1 2 3 4
NATIONAL AVG. 2.08
Ofsted Inspection
(22/9/21)
Full Report - All Reports
79%
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. Based on the evidence gathered during this short inspection, I am of the opinion that the school has demonstrated strong practice and marked improvement in specific areas. This may indicate that the school has improved significantly overall. Therefore, I am recommending that the school’s next inspection be a section 5 inspection. The warm and welcoming atmosphere in the school is underpinned by a strong Catholic ethos. The mission to: ‘Share God’s love with one another. Follow your dreams. Excel in citizenship’ is well understood by all members of the school community and is visibly lived out in the day-to-day life of the school. As a result, pupils thrive in a caring environment that supports them well, both academically and pastorally. You have an accurate understanding of the strengths of the school and the areas that still need further development. You have driven improvements with relentless energy and a clear sense of purpose. Outcomes for pupils have improved year on year and this trajectory is set to continue in 2018. You have built a team that is constantly striving for excellence. They know their contribution to the success of the school is acknowledged and valued. High-quality training and professional development have ensured that there is an agreed approach to teaching and learning, which is delivered absolutely consistently in every class. For example, highly effective questioning is a common feature in lessons. Teachers use this strategy to make pupils explain and justify their thinking, which challenges pupils and deepens learning. Leaders and teachers have very high expectations of what pupils can achieve. There is no room for any pupil to be a passive learner. Teachers use their very strong subject knowledge to teach well-structured and well-paced lessons effectively that strike a healthy balance between consolidating and deepening pupils’ understanding. Consequently, pupils make strong and sustained progress over time. Not surprisingly, pupils, staff and parents hold entirely positive views about the school. Parents and carers are highly appreciative of the approachability of all staff. They feel that they can raise any concerns that they may have and are listened to. Swift and appropriate action is then taken. All the parents who participated in Ofsted’s online questionnaire, Parent View, said they would recommend the school to other parents. One parent echoed the view of many when she said: ‘I could not ask for a more loving and caring team. My children have always loved school and make good progress. The headteacher and staff have a genuine care for the children and put them first at all times.’ Governors are proud of the school. They are well informed by you and other staff with leadership responsibility. They regularly visit the school and check what is reported to them. They use their skills effectively to provide support and challenge for school leaders. You and the staff are mindful not to focus excessively on English and mathematics. The curriculum is wide and interesting and as a result, pupils say that they enjoy learning. Pupils benefit from visitors and trips to enhance the learning experience. However, given the restricted experiences some pupils have, providing pupils with opportunities beyond their normal experience continues to be important in order to ensure that they are well prepared for life in modern Britain. At the last inspection, you were asked to improve the quality of teaching by ensuring that the most able pupils are always given suitably challenging work in mathematics. You have addressed this by ensuring that teaching requires pupils to not only apply skills but reason, explain and justify. However, outcomes for pupils in mathematics in 2017 were not as high as they were in reading and writing and the embedding of the new approach to teaching mathematics continues to be a focus for the school. Safeguarding is effective. You have ensured that there is an effective safeguarding culture and have implemented a comprehensive range of policies and procedures, which are fit for purpose. All staff have received appropriate training and are fully up to date with recent guidance. Records of safeguarding concerns are appropriately detailed. Any concerns are followed up thoroughly and action is recorded. The safeguarding governor is proactive in auditing provision and holding leaders to account.

St Francis Xavier's 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

01432 260926 (primary) 01432 260925 (secondary)

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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