St Luke's Catholic Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
151
AGES
5 - 11
GENDER
Mixed
TYPE
Voluntary aided school
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

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
(16/5/18)
Full Report - All Reports
42%
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

Church Road
Trench
Telford
TF2 7HG
01952388222

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. Under your leadership, the school has gone from strength to strength. You have improved the quality of teaching and learning and have developed leadership capacity by delegating responsibilities to others. The head of school leads the dayto-day running of the school effectively, while you focus on the leadership of the recently formed federation. Middle leaders benefit from the opportunity to work alongside colleagues within the federation to share good practice and develop their leadership skills. Pupils show very positive attitudes to learning. They are extremely polite and their conduct around school is excellent. Pupils want to do well and they work hard and productively in lessons. They listen carefully to adults’ explanations and settle to their work quickly. Pupils work and play happily together. They told me that they enjoy school because it is fun and everyone gets along well together. Pupils also appreciate the wide range of trips, visitors, clubs and sporting activities you provide. Through your school values, pupils develop into thoughtful, caring and responsible members of the school community. They demonstrate respect and tolerance and support one another well. For example, the school’s ‘hazard heroes’ make a strong contribution to helping others through their response to worries that pupils place in the school’s ‘worry box’. The ‘hazard heroes’ help their peers individually or lead whole-school assemblies to address common worries, such as being afraid of the dark. You have addressed the areas for improvement from the previous inspection well. Teachers have received training to support them in planning activities in mathematics that require pupils to reason and solve problems. You have also purchased additional resources to improve this aspect of the mathematics curriculum. Work in books shows that pupils regularly apply their knowledge and understanding to problem-solving tasks and are developing their reasoning skills through explaining their thinking. As a result, the proportion of pupils achieving the expected standard in mathematics at the end of key stages 1 and 2 has been above the national average for the past two years. Similarly, the proportion of pupils working at the higher standard was above the national average in 2016 and 2017. Since the previous inspection, you have developed pupils’ behaviour for learning successfully. Pupils are now independent and resilient learners. For example, target sheets in pupils’ books help them to know what they can do well and what their next steps are. Consequently, pupils take responsibility for their learning and are keen to challenge themselves. Through regular monitoring, you have a clear and accurate understanding of the school’s strengths and areas for development. However, leaders’ action plans lack precision. They do not reflect the deep knowledge that leaders have of what needs to improve specifically. Many of the success criteria also lack precision, which means that leaders and governors are not able to evaluate fully the impact of their actions on improving the quality of teaching and pupils’ outcomes. Governors are committed to the school and hold leaders to account effectively. They have a good understanding of the school’s strengths and areas for improvement. This is because they use a wide range of evidence to evaluate the school’s performance, including your detailed reports and their own visits to the school. These visits focus on priorities in the school development plan to enable governors to concentrate on the most important areas for improvement. Safeguarding is effective. Leaders and governors have ensured that safeguarding arrangements are fit for purpose. Safeguarding checks on staff, volunteers and governors are thorough. Staff and governors receive regular training to ensure that they have up-to-date knowledge. Staff record any concerns about pupils’ safety and welfare thoroughly and leaders monitor vulnerable pupils closely. This means that leaders are able to respond to patterns in emerging issues quickly. Pupils feel safe in school and are confident that there is an adult they can talk to if they have a problem. They understand the difference between bullying and falling out, and state that bullying is rare. The pupil-led ‘safeguarding board’ is proud of its role in supporting pupils to feel happy and safe at school. Through the curriculum, pupils learn how to keep themselves safe. They have a good understanding of how to stay safe when using the internet, for example by not sharing their passwords and not giving personal information to people they do not know. Inspection findings My first line of enquiry was to explore how effectively leaders are maintaining the high standards achieved at the end of key stages 1 and 2 in 2016 and 2017, and if all groups of pupils are achieving similarly well. Good teaching and effective interventions mean that most pupils make strong progress from their starting points in reading, writing and mathematics in almost all year groups. Leaders make regular checks on pupils’ progress. They meet with teachers to identify pupils who are not making the progress they should and provide additional support for individuals and small groups. Leaders monitor the impact of this support to ensure that it is effective in accelerating pupils’ progress. However, you and your leaders acknowledge that the school’s current assessment system does not enable leaders to track pupils’ progress precisely enough. This means that not all pupils who would benefit from additional support receive it. Leaders and staff know pupils well. They identify barriers to pupils’ learning accurately and provide appropriate support. Interventions for pupils who have special educational needs and/or disabilities, disadvantaged pupils and pupils who need support with managing their feelings or behaviour are particularly successful. As a result, the majority of these pupils make good progress. The proportion of pupils working at the higher standard in each year group varies. Observations in lessons and work in books show that the most able pupils do not consistently make the progress of which they are capable. This is because learning does not consistently challenge them. Too often, the most able pupils spend time completing work they can already do before moving on to tasks that challenge them. My second line of enquiry was to look at how well the curriculum meets pupils’ needs and interests and enables them to make strong progress in subjects other than English and mathematics. Leaders have thought carefully about the design of the curriculum and staff plan topics to meet pupils’ needs and interests. Subject leaders make termly checks on the quality of provision in their areas of responsibility. Teachers evaluate pupils’ learning and use this to inform their teaching. As a result, pupils make good progress in the development of knowledge, skills and understanding across a wide range of subjects. Where teachers’ subject knowledge is strongest, pupils make rapid progress, for example in history and geography in key stage 1. Work in books shows that excellent teaching of personal, social and health education leads to pupils making substantial progress in these aspects of learning. My third line of enquiry was to find out if children in the early years make good progress from their starting points, particularly boys. School assessment information shows that the majority of children enter the early years with knowledge and skills that are below those typical for their age.

St Luke's Catholic Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree 59% Agree 28% Disagree 14% Strongly Disagree 0% Don't Know 0% {"strongly_agree"=>59, "agree"=>28, "disagree"=>14, "strongly_disagree"=>0, "dont_know"=>0} Figures based on 29 responses up to 16-05-2018
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Figures based on 29 responses up to 16-05-2018

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Figures based on 29 responses up to 16-05-2018

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Figures based on 29 responses up to 16-05-2018

unlock

Figures based on 29 responses up to 16-05-2018

unlock

Figures based on 29 responses up to 16-05-2018

unlock

Figures based on 29 responses up to 16-05-2018

unlock

Figures based on 29 responses up to 16-05-2018

unlock

Figures based on 29 responses up to 16-05-2018

unlock

Figures based on 29 responses up to 16-05-2018

unlock

Figures based on 29 responses up to 16-05-2018

unlock

Figures based on 29 responses up to 16-05-2018

Responses taken from Ofsted Parent View

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