St Marie's School, A Catholic Voluntary Academy
Catchment Area, Reviews and Key Information

Primary
PUPILS
240
AGES
4 - 11
GENDER
Mixed
TYPE
Academy converter
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
0114 27 34567

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
(8/6/17)
Full Report - All Reports
80%
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

Fulwood Road
Sheffield
S10 3DQ
01142301904

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You, the deputy headteacher and governors lead with strong determination to provide pupils with a high-quality education that develops them as well-rounded individuals. You have created an incredibly nurturing and inclusive ethos. You are well supported by a positive staff team. They are keen to do their very best to provide pupils with a vibrant curriculum which interests and engages them and values them as individuals. Consequently pupils enjoy school, have good attitudes to learning and are considerate and caring towards each other. By the end of early years, a greater proportion of pupils reach a good level of development than that seen nationally. Likewise, by the end of key stage 1, pupils attain standards which are above the national average. Pupils achieve highly in reading and mathematics in key stage 2. Progress in reading and mathematics was significantly above the national average in key stage 2 in 2016. Progress in writing was broadly in line with national figures but is beginning to show more-rapid improvement for current pupils. You are now keen to improve standards across the wider curriculum to match those seen in English and mathematics. Since the last inspection there have been substantial changes to leadership and teaching staff. You and the deputy headteacher are new in post. In addition, 50% of the teaching staff are new and both the chair and vice-chair of governors are new to their roles. You quickly recognised the need for more robust self-evaluation and have begun to develop effective systems to support you in achieving this. You acknowledge that the next step is for subject leaders to develop similar systems to enable them to be increasingly accountable for improving standards in their subjects. By developing the role of subject leaders, you are keen to strengthen leadership further and create more capacity for continued school improvement. You have made positive strides in tackling the areas for improvement identified at the last inspection relating to improving the consistency of teaching further. However, as there have been changes to the national curriculum and to your staffing team, you have adapted the focus as necessary in order to continue improving the quality of teaching, learning and assessment. Safeguarding is effective. Leaders and governors have ensured that there is a strong culture of safeguarding. You have ensured that all safeguarding arrangements are fit for purpose and records are detailed and of high quality. You work closely with other professionals and services to ensure that children and families receive timely and effective support. The training staff receive means that they are effective in recognising and responding to signs of concern. Pupils behave very well and say that there is rarely any bullying. They feel safe and well cared for in school and parents strongly agree. The curriculum provides countless opportunities to support children in being safe. Consequently, pupils talk confidently about how to stay safe online and what they would do if someone was being unkind to them at school. Inspection findings You and the deputy headteacher carry out a range of checks on the quality of teaching and learning. This is beginning to give you a clearer picture of each teacher’s strengths and areas for development and is helping to successfully identify whole-school training needs. You are keen to involve more leaders in carrying out these checks in order to further support school improvement and to develop middle leadership. You are currently developing your assessment system so that it provides you with more accurate and reliable information about pupils’ attainment and progress. Regular pupil progress meetings have been critical to the continued improvements made to the quality of teaching. Teachers are now taking more ownership and responsibility for the progress that their pupils make. Where any gaps in learning are identified, teachers and leaders work together to plan how to best meet each pupil’s needs. Intervention is, therefore, now directly targeting pupils’ next steps and is having a positive impact on their progress. Pupils enjoy an interesting and broad curriculum which supports them in developing skills and knowledge in a purposeful way. You have ensured that the curriculum is enriched with visits and visitors which help to bring pupils’ learning to life. Teachers select high-quality texts which are used to challenge pupils’ thinking. This is particularly effective in ensuring that the most able pupils receive effective challenge and provides meaningful links across a range of subjects. The topics studied often provide a context for pupils’ writing. For example, following a global outdoor classroom day, pupils met their writing task with enthusiasm. The shared experience had given them lots of ideas to use in their writing. Teachers also adapt the curriculum effectively to meet the needs of disadvantaged pupils and pupils who have special educational needs and/or disabilities. You recognise that where subjects have been a focus in the school’s improvement plan, such as science and outdoor learning, there is evidence of standards improving. However, in a variety of other subjects, assessment of standards and self-evaluation by leaders are not as well developed. You are now keen to introduce a rigorous cycle of self-evaluation to all subjects so that you can check the impact of leaders’ actions on improving pupils’ outcomes. Writing outcomes have been relatively weaker than those found in reading and mathematics over time. Progress in writing by the end of key stage 2 in 2016 was broadly in line with the national average, whereas in reading and mathematics, progress was significantly above average. You identified that boys were making less progress than girls. The subject leader for English took action and spoke to pupils to gather their views. The resulting inclusion of more competition and outdoor learning in the teaching of writing has had a positive impact on boys’ attitudes. Leaders’ actions to improve writing are just beginning to gather more pace and are starting to result in a quickening of progress for current pupils. Additionally, there is evidence that for disadvantaged pupils, the difference is diminishing between their attainment in writing and that of other pupils nationally. Leaders have therefore made sure that funding for this group of pupils has been well directed. You acknowledge that there could be greater rigour in school improvement planning. For example, the addition of milestones from which to check progress each term, rather than waiting until the end of the year, would support you and governors in checking the impact of leaders’ actions. Pupils’ attendance is above average overall and persistent absence is below the national average. However, disadvantaged pupils had attendance which was below average last year, at 95.5%. You have taken prompt action to address this. As a result of your thorough tracking and personalised approach to each case, attendance for disadvantaged pupils this year is currently 97.2%. Next steps for the school Leaders and those responsible for governance should ensure that: subject leadership is developed to include a rigorous cycle of self-evaluation so that leaders are able to take greater responsibility for school improvement and become more accountable for improving standards in their subjects. I am copying this letter to the chair of the governing body, the director of education for the Diocese of Hallam, the regional schools commissioner and the director of children’s services for Sheffield. This letter will be published on the Ofsted website. Yours sincerely Kirsty Godfrey Her Majesty’s Inspector Information about the inspection During the inspection, I held meetings with you, the deputy headteacher, subject leaders, six members of the governing body and a representative from the Diocese of Hallam. I also spoke to a representative from the local authority on the telephone. I evaluated documentation, including the school’s self-evaluation, the school development plan, information about pupils’ progress, performance management information, governing body minutes, attendance records and information about safeguarding. I spoke with several parents at the start of the school day and considered the 92 responses to Ofsted’s online questionnaire, Parent View. I met with a group of pupils from a range of year groups and spoke with a group of teaching staff. You and I visited every classroom together to observe teaching and learning, listen to pupils read and scrutinise pupils’ work in books.

St Marie's School, A Catholic Voluntary Academy Parent Reviews



unlock % Parents Recommend This School
Strongly Agree 85% Agree 15% Disagree 0% Strongly Disagree 0% Don't Know 0% {"strongly_agree"=>85, "agree"=>15, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} Figures based on 98 responses up to 10-06-2017
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Figures based on 98 responses up to 10-06-2017

unlock

Figures based on 98 responses up to 10-06-2017

unlock

Figures based on 98 responses up to 10-06-2017

unlock

Figures based on 98 responses up to 10-06-2017

unlock

Figures based on 98 responses up to 10-06-2017

unlock

Figures based on 98 responses up to 10-06-2017

unlock

Figures based on 98 responses up to 10-06-2017

unlock

Figures based on 98 responses up to 10-06-2017

unlock

Figures based on 98 responses up to 10-06-2017

unlock

Figures based on 98 responses up to 10-06-2017

unlock

Figures based on 98 responses up to 10-06-2017

Responses taken from Ofsted Parent View

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