St Joseph's School, a Catholic Voluntary Academy
Catchment Area, Reviews and Key Information

School Guide Rating

Bevan Avenue
DN11 0NB
3 - 11
Academy sponsor led
4 1 1 2 3 4
Ofsted Inspection
Full Report - All Reports
% pupils meeting the expected standard in reading, writing and mathematics
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School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You and your staff have created an environment in your school where pupils, teachers and staff work alongside each other, so that everyone enjoys a beneficial learning experience. Parents and carers, staff and pupils speak highly of the school. Pupils speak positively about the school and its values, stressing that it is one that is caring and one that encourages everyone to look after one another. You have dealt with the recommendations made at the time of the previous inspection of your school. Your school improvement plans are detailed and identify clearly how you will measure the success of your actions. Teachers and leaders work together to monitor the progress of pupils regularly, and take the necessary actions if pupils are not meeting expectations. Pupils are given lots of opportunities in their mathematics lessons to reason and solve problems too. In all the books I scrutinised during the inspection, teachers provided advice for pupils, which tells them how to improve their work. Teachers set high expectations in all classrooms. In all lessons observed, and all books scrutinised, the quality of pupils’ work was of a high standard. Teachers provide pupils with the guidance they need to successfully deepen and extend their learning. Pupils told me that they mostly find their work challenging and that teachers are always available to support them. Teaching assistants are used skilfully by teachers to support the learning of those pupils who require additional guidance. School leaders have an accurate view of the strengths and areas where more development is required in the school. Leaders’ evaluations closely agree with my findings from this inspection. In the lessons I observed, pupils were keen to take part in all the activities and tasks set for them. The pupils’ books I scrutinised were well presented, with no examples of untidy or careless work. Pupils told me that the school is welcoming of everyone. Pupils talk proudly and happily about their school. In 2018, at the end of key stage 2, pupils’ progress in reading and writing was below average. You have responded by ensuring that reading is central to all the work the school does across all year groups. You have introduced the ‘reciprocal reading’ approach and English mastery sessions, which challenge pupils to develop important skills in reading and writing. Pupils’ books, in a wide range of subjects, evidence opportunities for pupils to develop their literacy skills through extended writing tasks. You and your staff are working effectively with parents and carers to engage their help in supporting their child’s reading too. The school’s achievement information, my scrutiny of pupils’ workbooks and listening to pupils’ reading showed me that, overall, current pupils are making improved and good progress in their reading and writing. Published performance information in 2018 suggested that those pupils who are disadvantaged do not make the same progress as others who have similar starting points. You have responded to this by ensuring the progress of all pupils is regularly and closely monitored. By doing so, you can quickly identify those who are falling behind expectations. This has been a particularly successful strategy for disadvantaged pupils. Consequently, disadvantaged pupils are now making the same, or better, progress than others in the school who have similar starting points. Safeguarding is effective. School leaders and governors fulfil their legal safeguarding duties. There is a strong culture of safeguarding in the school. Staff and governor training is regular and routine. Policies and procedures are fit for purpose. Records, including the single central record of checks on adults’ suitability to work and volunteer at the school, are robustly maintained. You and leaders work successfully and extensively with local agencies to be sure that the needs of pupils and their families are addressed effectively. Pupils say that behaviour is good around the school and they feel safe. They say that bullying is very rare, but if it were to happen, teachers and staff will help them to resolve any problems. They have great faith that any adult in the school will listen to them and act on any worries that they may have.

St Joseph's School, a Catholic Voluntary Academy Catchment Area Map

This pupil heat map shows where pupils currently attending the school live.

Enter a postcode to see where you live on the map
heatmap example
All attending pupils
National School Census Data 2020
Pupil heat map key

How many pupils attending the school live in the area?


The concentration of pupils shows likelihood of admission based on distance criteria

01302 737204

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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