St Joseph the Worker Catholic Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
244
AGES
3 - 11
GENDER
Mixed
TYPE
Voluntary aided school
SCHOOL GUIDE RATING
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UNLOCK

How Does The School Perform?

4 1 1 2 3 4
NATIONAL AVG. 2.08
Ofsted Inspection
(21/2/17)
Full Report - All Reports
73%
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)
Bewley Drive
Southdene
Kirkby
Liverpool
L32 9PF
01514778173

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. Staff, pupils and parents are full of praise for the leadership you have shown since starting in post as headteacher in 2014. Together with your new deputy headteacher and the governing body, you show a strong determination that pupils should receive the best education the school can provide. You have effectively tackled some of the areas for improvement identified at the last inspection. The standard of presentation of pupils’ work is good in all classes and your middle leaders take an active role in helping the school to improve. The impact of your work to drive improvement is seen in the increased number of children in the early years achieving a good level of development. There is a threeyear upward trend of pupils reaching the required standard in phonics at the end of Year 1 and evidence of rising standards by the end of Year 2. Your own evaluation of the school’s performance is accurate. It correctly identifies the areas the school needs to improve. In particular, you and your staff recognise that progress in mathematics needs to be stronger and that the gap in the achievement of disadvantaged pupils and others must be further reduced. Your teaching team is strong. Teachers are well supported by teaching assistants who work in partnership alongside them. Pupils describe how helpful their teachers are because they provide them with guidance and support. You have developed a rich curriculum that is exciting for pupils. It is effective in raising pupils’ aspirations. Pupils described with pleasure the extra clubs and activities they enjoy. They spoke enthusiastically about the annual Shakespeare event, as well as numerous sporting activities, film and computer clubs. The curriculum supports their good achievement in writing, art and music. I was impressed by the consistently good behaviour I saw in the school. In every class we visited, almost all pupils showed a very positive attitude to learning. Pupils’ good manners were evident in their courteous greetings. Parents told me that they have full confidence in the school to ensure that their children achieve well. They appreciate your quick response to any concerns they raise. Parents said that they know their children are well prepared for the next stage of education because of the success of their older children now at secondary schools. Safeguarding is effective. You, your staff and governors share a commitment to keeping pupils safe. Your arrangements for safeguarding are meticulous and highly effective. You work successfully with other agencies to minimise the possibility of harm to any pupils. Staff told me that they receive regular and high-quality safeguarding training to keep them well informed. They felt that they knew how to act in a range of different circumstances. You carefully evaluate the risks involved when pupils take part in different activities. You are assiduous in ensuring that staff recruitment is conducted safely. Pupils are very confident that they are well looked after and can share any worries they might have with an adult. They describe their school as a happy and safe place. Pupils were able to tell me confidently that they understood how to keep themselves safe in different situations. I was especially impressed by their awareness of the dangers to avoid when using the internet and social media. Your pupils have benefited from becoming digital leaders and further increasing their understanding of how best to use the internet. A member of the governing body has very relevant professional expertise in safeguarding and is, therefore, well qualified to oversee the school’s systems. Leaders and governors ensure that arrangements are fit for purpose and that records are detailed and of good quality. Inspection findings You have quickly identified that attendance for some pupils is not regular enough. You are tackling this through working with parents and motivating pupils to attend regularly and on time. The enhanced role of one of your learning mentors to specifically work with parents to improve attendance is proving to be effective. You take a firm stance with parents when pupils are persistently absent and develop action plans for pupils with a record of low attendance.

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
0151 443 5142

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.

St Joseph the Worker Catholic Primary School Reviews


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