St John Fisher Catholic Voluntary Academy
Catchment Area, Reviews and Key Information

Primary
PUPILS
223
AGES
4 - 11
GENDER
Mixed
TYPE
Academy sponsor led
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 2021, ONS
01332 642729

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?

4 1 1 2 3 4
NATIONAL AVG. 2.08
Ofsted Inspection
(28/2/18)
Full Report - All Reports
57%
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)

School Results Over Time

2017 2018 2019 UNLOCK

% pupils meeting the expected standard in Key Stage 2 tests (age 11)
2017 2018 2019 UNLOCK

% pupils meeting the higher standard in Key Stage 2 tests (age 11)

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

Alvaston Street
Alvaston
Derby
DE24 0PA
01332572154

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You joined the school in January 2017. Since then, you and the leadership team have carefully evaluated the areas for development and have taken steps to bring about improvement. For example, you recognised that the early years needed developing and you appointed an experienced early years leader to improve provision. In the last inspection report, you were asked to ensure that pupils know how to improve their work in all subjects, and for teachers to have high expectations of how pupils present their work. Teachers now give pupils next steps for improvement in English and mathematics. Pupils are responsible for checking their work to identify when they have met the target. They have good knowledge of their targets, and can explain what they need to do to achieve them. Pupils’ workbooks show that this approach is used consistently across the school. Workbooks also show that teachers have high expectations of pupils’ presentation. There is a consistent approach to developing handwriting and pupils take pride in their work. Leaders were also asked to ensure that newly appointed subject leaders contribute fully to improving the quality of teaching and learning in their subject. The leaders of English and mathematics are well established in their role and have a good understanding of the areas for development in their subject. They take an active role in monitoring standards in their subject. Due to changes in staffing, the leadership of other areas of the curriculum is less well developed. However, you and the subject leaders are reorganising the curriculum to develop a learning challenge approach to improve the teaching of foundation subjects and science. Teaching across the school is good. In mathematics, however, sometimes teachers do not provide pupils with enough opportunities to apply their skills to problemsolving and reasoning. Occasionally teachers’ expectations of what pupils can achieve are too low, and teachers do not use their knowledge of what pupils already know to carefully develop learning. Staff are positive about the school and the support they receive. They are keen to do what they can to raise the aspirations of pupils and want to challenge them to achieve more. Due to this focus, the outcomes for pupils improved in reading and mathematics at key stage 1 and 2 in 2017. Parents are overwhelmingly positive about the school. They say that staff are supportive of pupils and families and that the staff are very approachable. If they have any concerns, the leaders deal with these well. Several parents commented on the high-quality support for pupils who have special educational needs (SEN) and/or disabilities. Parents believe that their children are well looked after and they make good progress at the school. Pupils I spoke with said that there is always someone available to talk to if they have a concern. Pupils value the many different opportunities that they have available. They enjoy the residential visits where they can challenge themselves to try things they have not done before, and push themselves further. The many extra-curricular clubs on offer are appreciated by pupils. These include gymnastics, dance, drama, handball and tag rugby. They know they have done a good job in school because adults praise them and give them special rewards, including having ‘Fluffy the bear’ to take home with them. Pupils have a good understanding of how to keep themselves safe online, including when using social media and online games. One pupil said online safety was about ‘knowing the correct choices to make’. Pupils’ behaviour is good. Conduct around the school is well mannered and pupils are polite and keen to talk to adults about their learning. Pupils behave well on the playground, and are keen to develop their learning outside the classroom. For example, a group of pupils at breaktime were collecting snow and packing it around a water bottle to see if they could freeze the water. The school’s directors are committed to raising the aspirations of pupils and families. They have a good understanding of the school’s areas for development, and work closely with leaders to make changes to improve pupils’ outcomes. The directors are reflective about improvements and are keen for the school to improve further. The online information system ensures that all directors are up to date with current information. The directors use this information well to hold leaders to account. Leaders and directors have been quick to seek support from external consultants in order to develop the quality of teaching and learning across the school.

St John Fisher Catholic Voluntary Academy Parent Reviews



unlock % Parents Recommend This School
Strongly Agree 77% Agree 17% Disagree 3% Strongly Disagree 3% Don't Know 0% {"strongly_agree"=>77, "agree"=>17, "disagree"=>3, "strongly_disagree"=>3, "dont_know"=>0} Figures based on 35 responses up to 07-05-2019
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Figures based on 35 responses up to 07-05-2019

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Figures based on 35 responses up to 07-05-2019

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Figures based on 35 responses up to 07-05-2019

unlock

Figures based on 35 responses up to 07-05-2019

unlock

Figures based on 35 responses up to 07-05-2019

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Figures based on 35 responses up to 07-05-2019

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Figures based on 35 responses up to 07-05-2019

unlock

Figures based on 35 responses up to 07-05-2019

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Figures based on 35 responses up to 07-05-2019

unlock

Figures based on 35 responses up to 07-05-2019

unlock

Figures based on 35 responses up to 07-05-2019

Responses taken from Ofsted Parent View

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