St Gregory's Catholic Academy
Catchment Area, Reviews and Key Information

Primary
PUPILS
229
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, ONS
01642 526605

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
(10/05/2022)
Full Report - All Reports
53%
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)
Ragpath Lane
Stockton-on-Tees
TS19 9AD
01642672262

School Description

Pupils at St Gregory’s laugh and smile. They say that they feel safe and well looked after by staff. A pupil commented that, ‘It’s exciting to come to school and see your friends.’ They enjoy attending school. At breaktime, pupils talk with the adults. Younger and older pupils play games together. There are secure, strong relationships between pupils and adults. Staff have high expectations for all pupils. In classrooms, there is a calm, purposeful atmosphere. Pupils respond consistently well to high expectations. Pupils can learn without disruption. They show mutual respect for their peers and encourage everyone to do their best. Pupils are polite, well mannered and thoughtful. Pupils say that they know what bullying is. One pupil commented, ‘You can have cyber-, emotional and physical bullying, but it doesn’t happen here.’ This reflected the views of many. Pupils are confident that adults would always step in to help if it did. Pupils are aware of the school’s values and appreciate how ‘being responsible, showing respect, creating community and promoting human development’ all help to develop them as individuals. Pupil well-being ambassadors play an important role in supporting their peers. One ambassador pointed out that the best part of the role is ‘helping people and making people feel better about how they are feeling.’ What does the school do well and what does it need to do better? Leaders at school and trust level work effectively together. Specialist staff from primary and secondary schools across the trust have designed subject curriculums that are ambitious and well sequenced. Leaders at St Gregory’s have skilfully adapted curriculum plans to meet the needs of their pupils. As this is a one-form-entry school, leaders have ensured that the important knowledge pupils need to know is planned into each year group. For example, in history, leaders have selected three units of study for each year, which help pupils secure historical knowledge. This is underpinned by a thread of four historical concepts that run from Nursery to Year 6: chronology; thinking like a historian; communicating history; and investigating the past. Reading forms the backbone of the school curriculum. Pupils are given lots of opportunities to read in different subjects. The curriculum in key stage 2 has dedicated lessons to develop broader reading skills, such as vocabulary, inference and retrieval. These skills are often taught using high-quality extracts from history, geography and science texts. Pupils at the early stages of reading learn how to sound out and blend letters in a stepby-step way. In Nursery, children spend time listening to and becoming familiar with individual letter sounds. As children move into Reception and key stage 1, the curriculum becomes more formal, with daily lessons. Pupils who need extra support are quickly identified and given the support they need to help them keep up and not fall behind. Although the reading curriculum is effectively organised, the way in which it is delivered by staff is not consistent. This means that some pupils are receiving higher quality input from staff than others. Pupils’ behaviour is exemplary. Leaders have created a culture of tolerance, understanding and respect. Staff manage pupils with additional needs with skill and consideration. The consistent use of praise, rewards and sanctions means that pupils can focus on their learning and teachers can deliver the curriculum successfully. Subject leaders and teachers work in partnership with the special educational needs coordinator (SENCo). They make sure that appropriate provision is available and suitable adaptations are made to support pupils with special educational needs and/or disabilities (SEND). This could include pre-teaching of specific vocabulary, adapted resources or adult support. Pupils with SEND achieve well and access a broad, ambitious curriculum. Teachers regularly check what pupils do and do not know. They make sure that pupils recap, revisit and retrieve vital knowledge on a frequent basis. This helps pupils to remember what they have studied and then to apply this knowledge in different contexts. In mathematics, pupils who were learning division spoke about the importance of knowing their times tables and how this prior knowledge helps them. However, assessment in reading could be more precise. Some pupils read books that are too difficult and this affects their ability to read fluently. The curriculum is enhanced by local trips that excite and engage pupils. To support pupils’ personal development, leaders encourage pupils to be part of school life. Pupils take on roles of responsibility, such as school council representatives and well-being ambassadors. This not only helps to develop their leadership skills, but also shows pupils how they can help others. Trustees, governors and school leaders share the same vision. They see the trust and the Catholic values of the school as vital building blocks for their pupils’ future. They understand the important role the school plays in the local community. There is a genuine duty of care towards pupils and families. Trust leaders are determined that expertise in Inspection report: St Gregory’s Catholic Academy 10 and 11 May 2022 2 the trust is shared effectively. They have designed centralised systems to support school leaders, but ensure that school leaders have the autonomy to make their own decisions.

St Gregory's Catholic Academy Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>64, "agree"=>31, "disagree"=>5, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 78 responses up to 13-05-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>69, "agree"=>28, "disagree"=>3, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 78 responses up to 13-05-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>53, "agree"=>41, "disagree"=>5, "strongly_disagree"=>0, "dont_know"=>1} UNLOCK Figures based on 78 responses up to 13-05-2022
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>53, "strongly_agree"=>12, "agree"=>17, "disagree"=>5, "strongly_disagree"=>1, "dont_know"=>13} UNLOCK Figures based on 78 responses up to 13-05-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>60, "agree"=>38, "disagree"=>1, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 78 responses up to 13-05-2022
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>24, "strongly_agree"=>31, "agree"=>29, "disagree"=>14, "strongly_disagree"=>0, "dont_know"=>1} UNLOCK Figures based on 78 responses up to 13-05-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>32, "agree"=>58, "disagree"=>5, "strongly_disagree"=>5, "dont_know"=>0} UNLOCK Figures based on 19 responses up to 13-05-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>47, "agree"=>45, "disagree"=>4, "strongly_disagree"=>0, "dont_know"=>4} UNLOCK Figures based on 78 responses up to 13-05-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>55, "agree"=>42, "disagree"=>3, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 78 responses up to 13-05-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>58, "agree"=>35, "disagree"=>8, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 78 responses up to 13-05-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>55, "agree"=>42, "disagree"=>1, "strongly_disagree"=>0, "dont_know"=>1} UNLOCK Figures based on 78 responses up to 13-05-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>49, "agree"=>36, "disagree"=>9, "strongly_disagree"=>3, "dont_know"=>4} UNLOCK Figures based on 78 responses up to 13-05-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>47, "agree"=>35, "disagree"=>10, "strongly_disagree"=>1, "dont_know"=>6} UNLOCK Figures based on 78 responses up to 13-05-2022
Yes No {"yes"=>91, "no"=>9} UNLOCK Figures based on 78 responses up to 13-05-2022

Responses taken from Ofsted Parent View

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