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

4 - 11
Voluntary aided school

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
01708 434 343

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.

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

Hornchurch Road
RM12 4TL

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You took up post in 2015 when the school was starting to decline and after a period of interim leadership. You wasted no time in making improvements to the quality of teaching and learning and ensuring that the school was a happy, safe and welcoming environment. Ably supported by the deputy headteacher and a strong governing body, you have built a leadership team who share your vision and commitment. Staff, governors, parents and carers and the local authority value your skills as a headteacher and typically describe your leadership style as a breath of fresh air. The school continues to be at the heart of the local community, with close links to the church next door. You have developed a positive and caring ethos in the school. This is evident from the warm relationships between staff and pupils and the respect that pupils show to each other. As one parent said: ‘My son is a product of his school environment: smart, polite, compassionate and well behaved.’ Pupils enjoy coming to school and they make good progress. Attainment in reading, writing and mathematics is above the national average by the end of key stage 2. Under new leadership in the early years, children thrive. The vast majority now achieve a good level of development in Reception and are very well prepared for key stage 1. You and your leadership team are proud of the school but are determined to improve it further. You have made good progress in addressing the areas for improvement identified at the previous inspection. Leaders continue to work on ensuring there is challenge for the most able pupils. Tailored programmes and structured lesson plans offer these pupils challenging activities but leaders are aware that this needs to be consistent. The new assessment system tracks pupils’ performance accurately across the school. Staff are increasingly confident in reviewing assessment information and using it to plan next steps for pupils. Safeguarding is effective. As headteacher and designated safeguarding lead, you rightly see safeguarding as the most important aspect of your role. As a result of ongoing and effective training, all staff and governors are fully aware of their safeguarding responsibilities. Weekly safeguarding bulletins also keep staff well informed and up to date. Pre-recruitment checks are completed to ensure the suitability of staff. Staff deal with any safeguarding concerns promptly and follow them up rigorously. You are not afraid to seek advice or guidance about safeguarding matters to ensure that pupils and families get the right support. The school premises have been carefully assessed and improved to provide pupils with a secure environment. Pupils say that they feel safe, and parents agree. Pupils feel confident in talking to their teachers or using the ‘worry box’ if they have concerns. Themed assemblies and visits from external groups such as the NSPCC raise pupils’ awareness of risks to their personal safety, including online, and how to avoid them. Older pupils receive talks from local police, for example to help prepare them for life beyond primary school. Inspection findings Progress in key stage 2 reading and mathematics improved in 2017 and was significantly above the national average. Writing progress, in contrast, was in line with the national average. Leaders had already identified improvements in writing as a whole-school priority and we agreed that writing would be a key line of enquiry. Leaders analysed historical assessment information and identified key groups of pupils, in particular boys, who were not making strong progress in writing. As a result, they adapted the curriculum to make writing tasks more relevant and interesting. Staff have received training to help them improve standards in pupils’ writing, and they focus on putting these ideas into practice. The assessment system helps staff identify gaps in writing skills and pinpoints pupils’ areas for development. Lessons have a greater emphasis than previously on spelling, with a more structured approach to embedding vocabulary. Excellent writing is celebrated around the school and pupils know exactly how to improve their writing. Work in pupils’ books shows evidence of high-quality writing, particularly for middle- and high-ability pupils. However, there is still some variation across year groups in writing progress. Leaders know that upper key stage 2 pupils are suffering from a legacy of inconsistent teaching and are working to improve this. Expectations for lower-ability pupils’ writing are not always high enough.

St Mary's Catholic Primary School Reviews

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