St Mary's Catholic Primary Academy
Catchment Area, Reviews and Key Information

4 - 11
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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
01422 392617

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
Ofsted Inspection
Full Report - All Reports
% pupils meeting the expected standard in reading, writing and mathematics

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Per month

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

Swires Road

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You have worked particularly hard to develop other senior and middle leaders to good effect. Pupils are proud to be members of St Mary’s Catholic Primary School because they report they are well cared for and supported. They feel safe and can identify what it is that makes them feel safe. Pupils’ behaviour is good and there are very few serious behaviour incidents. Parents agree that this is the case. Pupils and parents report that bullying is very rare also, again reassuring everyone that youngsters are safe in school. Parents have very positive views and many were very keen to tell me about how well they regard the school. Parents were particularly positive about how approachable you are, personally; how you always make time for them, and their children, despite how busy you are. Parents used words such as ‘superb’ and ‘fantastic’ to describe the school. Teaching is effective and engages pupils well. All adults promote high expectations. These are seen in pupils’ conduct, the pride they take in their learning and the effort they make in their work. Teachers ensure that different groups of pupils’ needs are met well and that the key skills of reading, writing and mathematics are reinforced throughout the broad and balanced curriculum. The curriculum not only supports strong progress in these skill areas, but also ensures that pupils’ spiritual, moral, social and cultural development is well enhanced, as is their understanding of British values. For example, pupils of different faiths learn about, and respect, the teachings of the Catholic faith and can also talk knowledgeably about other faiths. They understand the key differences between the faiths as well as how different faiths share commonalities. Pupils reported on how their learning in class is supported by the trips they take, such as a recent trip to visit a mosque in Bradford. You work well with your leadership team, who all understand the school’s vision for further improvement. Governors are knowledgeable about the school’s strengths and where the school could improve further. They are committed to their roles and undertake regular reviews of their work. They attend training as needed. At the last inspection, inspectors identified two main areas for improvement. The first of which was to continue to improve the quality of teaching in the school. This area for improvement was further refined by inspectors, by asking leaders to ensure that the strongest practitioners were used to support other teachers in school. In addition, inspectors recommended that the pace of learning should be brisk and that pupils would work increasingly independently. In these areas, the school has worked effectively. Teaching is effective across all classes and leaders are well deployed to support less experienced teachers and to share best practice. Furthermore, learning is challenging and pupils work at an appropriate pace, meaning they work hard. In addition, teachers model work well, so that pupils understand their tasks and can work independently at times. This is also supported by the resources made available to pupils, which they can, and do, access independently. At the last inspection, inspectors also recommended that you increased pupils’ writing attainment and progress further by offering pupils more opportunities to write at length and to develop their range of vocabulary. In addition, they recommended that teachers gave pupils more time to reflect and respond to their feedback, which would support pupils’ ability to improve their work further. Again, you have worked effectively in this area, with pupils writing regularly in a range of topics. You also support this area of pupils’ development with strong teaching of reading, which serves to broaden pupils’ range of vocabulary. As a result, pupils’ writing outcomes are strong. Leaders have an accurate view of the school’s strengths and areas for further improvement. You have worked to improve the early years provision, which has had some staffing changes in the past year. To this end, you have made improvements to the indoor provision, ensuring that children develop in a wide number of learning areas. However, as you acknowledge, the outdoor provision is still limited, with too few opportunities for children to develop in certain areas of their learning, including their reading, writing and number work. Leaders work effectively as a team and this is seen very clearly in your inclusion team, for example, where there are six leaders and other staff working closely on various aspects of supporting the most vulnerable pupils in your school. This includes the work to support pupils who have special educational needs (SEN) and/or disabilities. The team focuses on all aspects of a child’s provision, from their academic achievements, to their mental and physical well-being, and to supporting the parents and carers of these pupils. As a result, these pupils do well in school and become increasingly able to work independently.

St Mary's Catholic Primary Academy Parent Reviews

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