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

11 - 16
Voluntary aided school
Not Rated

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)
Baytree Road

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. A shared vision exists among all who work at St John Fisher that every child deserves to receive the education and pastoral care they need to fulfil their aspirations, desires and potential. This is characterised by the school’s ongoing review of provision to ensure it meets individual needs and the willingness of staff to ‘go the extra mile’ for any pupil. The spiritual, moral, social and cultural development of pupils lies at the heart of everything you do and this is reflected in the pupils’ enthusiasm for learning and the very good relationships they have with each other and with staff. Parents are very supportive of the school. Comments such as: ‘they go above and beyond to deal with issues inside and outside of school’, ‘the support we receive is brilliant… it has made a real difference to my family’, and ‘the nurturing attitude of the staff has allowed my son’s self-confidence to increase tenfold’, are typical of the views expressed by parents who completed the online Parent View questionnaire. The school has maintained, and in some cases improved on, previous good outcomes. Overall, pupils make good progress from their different starting points and every one of last summer’s Year 11 cohort moved on to further education, employment or training. This can be attributed to teachers’ high expectations of what pupils can achieve, effective teaching and the strong support given to those deemed to be falling behind or requiring further encouragement. Pupils attend school regularly, very few are temporarily excluded and none have been permanently excluded. The school understands well its strengths and weaknesses and has well-considered plans in place to address any areas for development. Plans include clear and appropriate actions and timely arrangements for monitoring impact. Following a detailed analysis of pupil outcomes in 2015 the school has made the raising of aspirations and achievement for the most-able pupils, and those from disadvantaged backgrounds, a key feature of its work. The previous inspection identified the need to ensure that teachers monitor pupils’ progress in lessons and the quality of written work more effectively. This has been successfully addressed through the introduction of new systems for marking and feedback, which pupils say help to improve their learning. The previous inspection’s recommendation to develop the curriculum further to better meet pupils’ needs is now part of the school’s ongoing review of provision. Governors support and challenge leaders well. They are ambitious for the school and have an accurate understanding of its performance. They are capable of interrogating performance information and ask appropriate and searching questions. They inform themselves of the work of the school further by holding regular meetings with pupils. Safeguarding is effective The school community takes the safeguarding of its members very seriously. Governors have received training in all aspects of safeguarding and are proactive in checking arrangements for the training of staff. Thorough checks are made on the suitability of staff to work with children. Surveys and questionnaires indicate that 96% of parents, 90% of pupils and all staff agree with the statement that pupils are safe in school. The safeguarding of pupils who are taught by alternative providers away from the school site is regularly monitored. Your school ethos is strong on the promotion of respect for others and the celebration of diversity. Many aspects of safeguarding such as tackling prejudicedbased bullying, the prevention of child sexual exploitation and internet safety are embedded in the curriculum. School records show few incidents of bullying and the pupils who met with inspectors considered bullying to be rare. This is supported by the pupil questionnaire, which indicates an overwhelming majority believe that bullying either does not happen or is dealt with well if it does occur. Inspection findings Leaders and governors have a clear vision and high ambitions for the school and its community. You know your school well and have sound plans in place to ensure future continued success. Morale is high within the school community. Staff who responded to the questionnaire were overwhelmingly positive about the school and its leadership. The comments made by members of staff, such as ‘all students are treated like individuals but we all work together as a community’, and ‘this is a fantastic school to work in and I am proud of my association with it’, are representative of the views expressed by many. The tracking and analysis of pupils’ academic progress is very thorough. Information on pupils’ performance is used effectively to ensure that ‘no child is left behind’. This is particularly the case for those pupils whose circumstances make them vulnerable, are disadvantaged or have special educational needs or disability. As a result, the outcomes for these pupils are strong and improving. The achievement gap between disadvantaged pupils and their peers is narrowing and in some cases has closed. A strong focus on raising the achievement and aspirations of the most-able pupils is having a positive impact on their progress and attainment. The school has set ambitious targets that teachers and pupils are striving hard to meet. Although the school’s ‘Most Able Improvement Plan’ informs the work of all departments, reviews of the mathematics and science departments in particular have led to the appointment of staff to support further the learning of this group. Other interventions include extra sessions for potential A* pupils in English and a one-to-one lunchtime support club for the most-able pupils in modern foreign languages. To address a dip in the overall progress made by pupils in mathematics in 2014 the school put in place a range of strategies including: the appointment of a numeracy coordinator to reinforce mathematics across the curriculum; a Year 11 breakfast maths club; and the appointment of two part-time specialist teachers to provide coaching and team teaching opportunities and strengthen mathematics intervention work. The impact has been an improvement in proportions of pupils now making expected, and more than expected, progress in mathematics. The curriculum was identified as an area for improvement at the previous inspection and curriculum development is now a particularly strong feature of the school’s work. The provision is regularly reviewed and redesigned to meet individual interests, needs and aspirations. Recent examples of this are the plans to introduce GCSE dance and the move to a two-week timetable to enable the facilitation of a wider range of options. The curriculum is broad and balanced with a good mix of traditional and vocational studies. The very high take-up of modern foreign languages, humanities and performing arts at key stage 4 is testament to the strength of the subjects at key stage 3. Nevertheless, plans are underway to increase further the challenge in the key stage 3 curriculum through the introduction of even more rigorous programmes of study. To support this, the school has developed a greater focus on academic as well as pastoral progression from key stage 2 to key stage 3, with pupils’ workbooks being transferred and continued from Year 6 to Year 7. The curriculum offer for pupils with special educational needs or disability is well matched to their needs, bespoke and personalised. Pupils and parents value highly the support given in the nurture groups. In 2015, all pupils with special educational needs or disability moved on to further education, training or employment.

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
01942 244 991

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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