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

Primary
PUPILS
239
AGES
3 - 11
GENDER
Mixed
TYPE
Voluntary aided school
SCHOOL GUIDE RATING
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How Does The School Perform?

4 1 1 2 3 4
NATIONAL AVG. 2.08
Ofsted Inspection
(19/10/21)
Full Report - All Reports
68%
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)
Sandy Lane
Lydiate
Liverpool
Merseyside
L31 2LB
01515265856

School Description

St Gregory’s is a lovely, warm and welcoming school, where children are cherished and encouraged to become the best they can be. The cornerstone of this school is a real sense of shared community. The word ‘family’ is repeatedly used and, in fact, generations of families choose to send their children here. You and other leaders, including governors, work tirelessly to identify where improvements can be made, because you want the absolute best for the children. As one pupil from the school council put it, ‘It’s really hard to think of things to improve because it’s great as it is.’ You and your teachers have built on the strengths identified at your last inspection in May 2011 so that, for example, teachers’ assessment practice remains strong and has a significant impact on the progress pupils make. Additionally, new strengths have emerged over the intervening five years. Your effective use of the primary sports funding, for example, now means that the vast majority of pupils participate in additional sporting activities, from dodgeball to gymnastics and boxing. This has increased their understanding of the importance of their own physical well-being. At the last inspection, you were asked to ensure that pupils have greater opportunities to develop their English, mathematical, and information and communications technology (ICT) skills across other subjects. You have acted on this very effectively. Pupils now apply their good writing skills across all subject areas and develop aspects of mathematical learning, particularly in science. Since the last inspection, outcomes in mathematics have improved and pupils’ writing skills have improved in their sophistication and accuracy. However, the progress pupils make in their learning to the end of Key Stage 1 is still not rapid enough. Given their starting points, more pupils should be exceeding age-related expectations by the end of this key stage than is currently the case. You have effectively implemented, and communicated to parents, the requirements of the new National Curriculum and for assessing pupils’ progress without the use of levels. This is particularly the case in English, mathematics and science. However, your plans for building progress in knowledge, understanding and skills in other subjects are not as well thought through. Consequently, the progress pupils make in subjects such as history, geography, art and technology is less clear. Safeguarding is effective. The safety of pupils is a priority for everyone at St Gregory’s. Staff, pupils and parents all agree that pupils are safe and are extremely well-cared-for. Attendance is improving to be above the national average and incidents of bullying are rare. Governors ensure that the school continues to meet its statutory responsibilities, including the safe recruitment of staff. You record any child protection concerns carefully, and your follow-up action is swift, involving external agencies when it is appropriate to do so. A safeguarding committee, comprising you, the deputy safeguarding lead, a safeguarding governor, the caretaker and office manager, meets regularly to review the safety of the school site and to monitor the effectiveness of the school’s safeguarding policy. This ensures that safety of staff and pupils remains an ongoing concern to everyone. All staff and governors receive regular training in aspects of safeguarding. Recently, this has included training in keeping children safe from the dangers of radical extremism. They use training to keep parents informed of potential risks at home, such as through detailed sessions on e-safety. This ensures that everyone in the school community is alert to the risks children face. Inspection findings You have established a culture of continuous improvement in the school. Consequently, there are some significant strengths in teaching practice and, from this, an improving trend in the progress pupils make in their learning, including in English and mathematics. Outcomes in reading are a particular strength, with many pupils becoming passionate readers. Novels and other stories and texts underpin the English curriculum and inspire pupils to become fluent, accurate writers. Outcomes in writing have been a relative weakness over the last few years, with fewer pupils exceeding age-related expectations by the end of Key Stage 1 and 2 than should be the case. However, you have taken strenuous action to address this. The school’s current focus on encouraging pupils to draft, reflect and edit their work is demonstrably improving the length, detail and execution of their writing. All staff concern themselves with the progress and well-being of each individual child. Consequently, there are very few gaps in the achievement of pupils, including those who are disadvantaged or who have special educational needs or disability. You have a determined focus on ‘acting early’, identifying as soon as possible the support that individual pupils might need. Dedicated staff provide weekly interventions, including before-school classes, reading support and holiday classes, to ensure any gains are not lost. This has led to some significant improvements in the achievement of individual pupils. The quality of teaching is a significant strength of the school. Teachers plan memorable learning experiences that pupils remember for weeks and months to come. As one parent said ‘I cannot thank the hard working staff of the school enough for helping educate and shape my daughter into the sensible and intelligent individual she is today.’ The tasks that teachers plan for pupils encourage them to remain focused, interested and talk excitedly about their learning, including when they are not directly supervised by adults. This is the case for youngest and oldest pupils alike. The behaviour of pupils is excellent. Routines are embedded early so children in the early years quickly develop into sensible, cooperative learners. Older pupils similarly adopt very positive attitudes to learning. This is reflected in the quality of their work across all their subjects. The vast majority of pupils, parents and staff agree that behaviour is good at the school. Records show that serious incidents of misbehaviour are extremely rare. You do all you can to elicit the views of pupils so they can become active participants in school improvement. This ranges from councils to discuss aspects of the school’s work, as happens, for example, in the sports council, to pupils being involved in deciding on topics they would like to study. Relationships between pupils are especially strong. For example, each Year 6 pupil has a ‘buddy’ in the reception class. They take responsibility for helping the youngest children to settle into and participate in school life. One parent related how this had a positive impact on her child’s self-confidence and social skills. Next steps for the school Leaders and those responsible for governance should ensure that they: continue to accelerate pupils’ progress and raise standards in writing, particularly by the end of Key Stage 1 and across the school, so that more pupils exceed their age-related expectations by the end of each key stage enable pupils to make secure progress in gaining the skills, knowledge and understanding they need, especially in history, geography, technology and art.

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 2020, ONS
0845 140 0845

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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