St John Fisher Catholic High School
Catchment Area, Reviews and Key Information

Post 16
11 - 18
Voluntary aided school

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
01733 747 474

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.

How Does The School Perform?

4 1 1 2 3 4
Ofsted Inspection
Full Report - All Reports
5+ GCSEs grade 9-4 (standard pass or above) including English and maths

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Per month

Progress Compared With All Other Schools

UNLOCK Well Below Average (About 12% of schools in England) Below Average (About 20% of schools in England) Average (About 37% of schools in England) Above Average (About 17% of schools in England) Well Above Average (About 14% of schools in England) UNLOCK Well Below Average (About 5% of schools in England) Below Average (About 25% of schools in England) Average (About 48% of schools in England) Above Average (About 17% of schools in England) Well Above Average (About 5% of schools in England)

School Results Over Time

2017 2018 2019 UNLOCK

% of pupils who achieved 5+ GCSEs grade 9-4
2017 2018 2019 UNLOCK

% of pupils who achieved GCSE grade 5 or above in both English and maths

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

Park Lane

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You and your senior leadership team have ensured that the school continues to be an effective provider where pupils typically experience high-quality teaching and where their achievements are recognised and celebrated by the school community. The school is a calm and orderly environment in which pupils are encouraged to be good role models to one another, support their friends and do their very best. Pupils are proud of their school and value the Catholic ethos, which permeates the school. They wear their uniform smartly and arrive well equipped to their lessons, ready to start learning. Parents, staff and pupils who responded to Ofsted’s online questionnaires are overwhelmingly supportive of what you have achieved for the pupils in your school. One parent, who moved their child to the school in the middle of the academic year, stated, ‘It was a huge decision we made as a family, but the school’s pastoral care is amazing. Best decision we ever made. Just wish we had done it sooner.’ Staff morale is high and staff turnover is low because, they said, they enjoy working at the school. Your five R’s, ‘resilience, resourcefulness, respect, reasoning and responsibility’ are known and understood very well by the pupils in the school and they do their best to model these on a daily basis. Pupils also value the vertical tutoring system that you operate. Year 11 pupils told me that they look up to their peers in the sixth form and enjoy being able to talk during form time about what it is like being a sixth form student in your school. Teachers diligently plan for pupils’ learning and have good subject knowledge. They are enthusiastic about their subjects, and this enthusiasm is effectively conveyed to the pupils they teach. In return, pupils show positive attitudes towards their learning and work well in lessons. They respect their teachers, and relationships between teachers and pupils are positive. The choice of subjects offered to pupils and the qualifications they take are appropriate and reviewed on an annual basis. You have considered the suitability of some courses, particularly one based on assessing pupils’ skills in information and communications technology, and have replaced this with a more suitably designed course, which better meets the needs of your pupils. Equally, you enter pupils for a qualification in their community language where such a qualification exists. You do this for the right reasons: namely, to promote literacy and a culture of celebration of different pupils’ cultures and heritages. Pupils’ positive attitudes and their willingness to acquire new knowledge and to deepen their understanding ensure that they make good progress over time, although pupils who have high prior attainment could achieve better. Typically, most pupils join the school with below-average or average attainment and leave the school having achieved GCSE grades which are above the national average. This was the case in 2017. Disadvantaged pupils achieve almost as well as their nondisadvantaged peers nationally. Pupils who have special educational needs (SEN) and/or disabilities make good progress from their different stating points. Students in the sixth form now make good progress, which has not always been the case. Your pupils are confident and self-assured individuals who take on a wide range of responsibilities, including your learning leaders who excel as role models in their subjects, and who are used as subject ambassadors. Your pupils discuss topical issues maturely and adopt a balanced approach when forming their opinions. For example, I observed a group of Year 10 pupils in a religious studies lesson discussing the rights and wrongs of same-sex marriage. Although this arrangement was in conflict with some pupils’ religious beliefs, the same pupils acknowledged this as a sign of progress and tolerance in modern democratic British society. At the time of the previous inspection, you were requested to make a number of improvements to the school. The evidence we gathered during this inspection shows that you have worked diligently to meet these requests. We observed pupils working independently and using their initiative across a number of subjects. Teachers convey their high expectations to pupils, and our scrutiny of their lesson plans and of pupils’ work shows that pupils largely respond very well to these expectations. Teachers implement the school’s chosen marking policy effectively, and this is helping pupils to understand how well they are doing and what they need to do to improve. Finally, you have trained your teaching assistants so that they complement the teaching and are able to provide effective subject-specific support. Indeed, these colleagues make a major contribution to pupils’ good progress.

St John Fisher Catholic High School Reviews

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