St John Vianney Catholic Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
238
AGES
2 - 11
GENDER
Mixed
TYPE
Academy converter
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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
024 7683 1622 (primary) 024 7683 1577 (secondary)

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
(24/05/2016)
Full Report - All Reports
83%
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)
Mount Nod Way
Mount Nod
Coventry
CV5 7GX
02476464088

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You provide strong leadership, which is securing more sustained improvements. Since the previous inspection, leaders and governors have strengthened and maintained good teaching and planned very effective training and professional development of staff. This is resulting in good and outstanding teaching across the school so that an increasing number of pupils reach or exceed age-related expectations in reading, writing and mathematics. The most able pupils are achieving well throughout the school as a significant proportion of pupils in every year group exceed age-related expectations in English and mathematics. You, your staff and governors foster a strong ethos, culture and community spirit with the church and wider community. You engage with parents and the church community very well. Parents are right when they say that the school takes exceptional care of pupils. Leaders and governors make an excellent contribution to pupils’ spiritual, moral, social and cultural development. Pupils thoroughly enjoy their time in school and are exceptionally well behaved, polite and courteous to others. Many pupils told me that they enjoy school very much because they know that they can be trusted to take on responsibilities. There are extensive opportunities for pupils to develop personal skills through membership of various councils and taking on additional roles to support and care for other pupils. They also told me that they form long and lasting friendships and that the staff care very much for their safety and welfare. The parents I spoke to confirmed this and one in particular, reflecting the views of most, stated, ‘The headteacher and her staff value our children and do a great deal for them, I feel very privileged and am so grateful.’ The staff work closely with a very skilled governing body. Regular monitoring of pupils’ progress correctly pinpointed the reasons why some pupils did less well in mathematics last year compared with previous years. Leaders and staff recognise that mathematics lessons did not always provide enough opportunities for pupils to use reasoning skills to tackle problems efficiently and logically. You are all, rightly, focusing on problem-solving as a core priority. Teachers have already implemented improvements. We observed these improvements in lessons during the inspection, which included problem-solving tasks that are now more challenging and varied. The early years provision has improved enormously since the previous inspection and is now very strong. The percentage of children reaching a good level of development by the end of Reception is well above average. In addition, there is highly effective planning which helps children transfer from Reception into Year 1. This is building further capacity for sustained improvement as pupils in key stage 1 achieve well in reading, writing and mathematics. National assessments also show that the strong foundations laid in the early years enable Year 1 pupils to reach well above average standards in phonics (the sounds that letters represent). You and your governors appointed a highly effective and very well-qualified coordinator to manage provision for pupils who have special educational needs or disability. Pupils who have additional learning needs achieve very well as a result and are catching up rapidly with their classmates. Special educational needs provision is monitored and managed very well. This too is a significant improvement since the previous inspection. In response to a recommendation at the previous inspection, you and your colleagues have focused successfully on improving the way teachers use assessment. Your staff continue to improve and refine assessment information as part of the revised national curriculum without levels. These changes help teachers analyse how well pupils are doing. However, you recognise that further improvements are needed to assessments to identify as early as possible any pupils who fall behind and to gauge how much progress pupils make. The school development plan and subject action plans set out the right priorities for improvement. These priorities were identified through regular and robust monitoring of lessons and pupils’ work. The development plan sets out clear measures of success to gauge progress, but does not identify who is monitoring or evaluating each of the planned actions. This makes it difficult for governors to hold leaders to account for their evaluations or to be sure that evaluations are accurate by checking with other staff and leaders. You and your staff plan a stimulating and engaging curriculum for pupils. This is having a very positive effect on their academic and personal development. There is a well-established tradition of sporting excellence, creative arts and music, as well as a strong focus on science and outdoor education. Excellent use is made of the extensive school grounds and wild areas. A thriving gardening club provides opportunities for pupils to nurture and grow vegetables, flowers and shrubs. As a result, pupils develop a strong sense of responsibility and care for the world around them. This is enhanced by a very well-managed pupil ‘eco-council’ that contributes extremely well to the school community and local environment. Safeguarding is effective. All safeguarding procedures and policies are fit for purpose. Safeguarding and staff vetting procedures are robust and include all staff, visitors, volunteers and governors. Governors undertake systematic reviews of the school’s safeguarding and child protection procedures. Risk assessments are carried out to make sure that pupils are safe when engaged in outdoor activities and educational visits. Pupils also contribute through the school’s elected ‘safety committee’, which reports any potential hazards or safety concerns. The committee recently carried out its own ‘safety survey’ and reported this to leaders and governors. Parents trust the staff and believe that pupils are safe in school. Inspection findings There has been good progress since the school’s previous inspection. You and your governors have recruited highly effective teachers and trained newly qualified staff who have settled into their roles very well. You have strengthened leadership further with the promotion and appointment of a very capable deputy headteacher and a strong special educational needs coordinator. In addition, there is highly effective leadership of the early years which has seen a remarkable improvement to teaching and learning in the Reception class since the previous inspection. You are an ambitious school leader who has earned the respect and admiration of pupils and families. Leaders and staff value and praise pupils for their achievements and provide a curriculum that successfully fosters pupils’ academic achievement and outstanding spiritual, moral, social and cultural development. Pupils thrive on the many and varied opportunities they have to contribute to the management of the school. They make a significant contribution to the church and local community. Pupils told me, for example, that they really enjoy opportunities to be elected to the school council, safety committee, house committees, or to volunteer as playground buddies, librarians, ecocouncil members or members of the school and church liturgical committee. You and the deputy headteacher responded immediately after seeing that some pupils did not achieve as well as they should in mathematics last year. Teachers are responding very well to more focused training, support and changes to the way mathematics is being taught. These changes have secured some immediate improvements and I could see this during our joint observations of lessons and the work in pupils’ books. Improvements have been monitored very well by the deputy headteacher who leads by her excellent example when teaching mathematics. Currently, pupils across the school are achieving well in mathematics.

St John Vianney Catholic Primary School Parent Reviews



Average Parent Rating

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“Excellent teaching”

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"> St John Vianney is a caring, nurturing school community. The teaching staff are excellent and extremely forward-thinking in their approach to learning. My children have thrived here both socially and academically.
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