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

Primary
PUPILS
68
AGES
4 - 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, ONS
0300 123 6707

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?

Good
NATIONAL AVG. 2.09
Ofsted Inspection
(24/11/2022)
Full Report - All Reports
43%
NATIONAL AVG. 60%
% 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 9% of schools in England) Below Average (About 9% of schools in England) Average (About 67% of schools in England) Above Average (About 6% of schools in England) Well Above Average (About 9% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 9% of schools in England) Average (About 67% of schools in England) Above Average (About 6% of schools in England) Well Above Average (About 8% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 11% of schools in England) Average (About 59% of schools in England) Above Average (About 11% of schools in England) Well Above Average (About 9% of schools in England)
Watt Street
Sabden
Clitheroe
BB7 9ED
01282771009

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. There is a warm welcome for everyone. As headteacher, you have established a team full of drive and energy to improve outcomes for your pupils. You have accurately identified what needs to be done to improve the school further, and have been proactive in bringing about the changes necessary to make it happen. You and your staff have worked effectively to tackle the areas for further improvement identified at the last inspection. Your leadership team feels strongly that, as a small school, it is important to work with other schools in order to set the highest standards for the pupils in your care. You have developed strong links with local schools and your staff appreciate the opportunities they have to share good practice. For example, they work together to check teachers’ assessments of pupils’ work to ensure that high standards are reached. The continued development of your staff is important to you and you provide training for them to develop their skills and knowledge. Staff commented that they feel respected and valued. Teachers challenge pupils and have high expectations. Pupils are making better progress and an increased number are working at the standards expected for pupils of a similar age nationally throughout school. You know your pupils and their families well. The vast majority of parents I spoke to during the inspection, and those who accessed Parent View online, commented very positively about the care you give to their children. Parents of pupils who receive additional support for their special educational needs and/or disabilities speak highly of the help their children receive and the positive impact this has on the progress they are making. A number of parents who have recently joined the school said that they have been made to feel very welcome. They said that there is clear communication between home and school and their children make friends and settle quickly. Pupils enjoy coming to school and are confident and happy. There is a strong ethos of support and encouragement throughout the school. Pupils follow the school motto of ‘kindness, love and respect’ with pride. When asked what makes their school so special, one pupil spoken to said: ‘We all know each other and look after each other and that’s important.’ Pupils are proud of their achievements and take pride in their work. They appreciate the help that teachers give them to improve their learning and enjoy the range of after-school sports clubs they attend. The fantastic robots, made at home by pupils with the help of parents, are on display in the classroom of the youngest pupils. This is a clear indication of how well school and home work together to enhance learning opportunities. Safeguarding is effective. The leadership team has ensured that all safeguarding arrangements are robust and staff have a clear understanding of procedures for keeping children safe. Records are detailed and of a high quality. Pupils spoken to during the inspection said that they are listened to and know how to keep themselves safe, especially when using the internet. They enjoy coming to school and feel safe and cared for. They are confident that any issues they raise will be dealt with fairly. Inspection findings Attendance is higher than that of other schools nationally for all pupils. You have successfully tackled the high rates of persistent absence for a small group of pupils. There are a number of pupils who have special educational needs and/or disabilities who also have additional health issues which impact negatively on their attendance. You monitor the attendance of this group of pupils closely and support these families well. You know your families and the community you serve. If pupils do not arrive in school, you make a call to their home that morning to ensure that the pupils are safe. Pupils travel from a wide area to attend your school. You have introduced a number of incentives that have successfully reduced the number of pupils arriving late at the start of the school day. There was a dip in the outcomes for pupils at the end of Year 6 in 2016. Staff have identified the reasons why not all pupils reached the standards expected of pupils of a similar starting point nationally. Teachers work with other schools to check that assessments are accurate and in line with other pupils nationally. This has enabled them to challenge and support individuals effectively. As a result of the high-quality support they receive, current pupils are making stronger progress from their starting points. This includes pupils who have special educational needs and/or disabilities and disadvantaged pupils. The number of pupils in the present Year 6 class is small. Assessment information shows that this year a higher number are on track to reach the expected standards by the end of the year. You acknowledge that you need to further embed the actions you have taken to ensure that higher standards are maintained. The majority of pupils attend the local Catholic secondary school in Year 7. You work closely with staff from the secondary school throughout the year. Transition events and meetings ensure that relevant information is shared and pupils settle quickly. Pupils said that they visit the school during the year and meet their new ‘buddies’ who will be there to greet them when they start in Year 7. Pupils said they are ‘excited, a little nervous, but looking forward to moving on to their next school’. The transition arrangements for the few pupils who go to specialist provision in Year 7 are carefully planned to meet the needs of each individual pupil and their families. The proportion of pupils who reached the standards expected nationally in reading, writing and mathematics at the end of Year 2 in 2016 was below that seen in previous years. You acknowledge that inconsistencies in the quality of teaching during part of the year contributed to this. Your decisive actions have brought about the changes needed to swiftly tackle this issue. As a result, the majority of pupils this year have reached the expected standard for their age. You recognise that these changes need to be maintained to ensure that pupils continue to make better progress from their starting points. Leaders have made sure that staff are trained to deliver high-quality interventions. Robust monitoring systems highlight the main focus for the help that pupils need and programmes of support are delivered in a timely manner. Work in pupils’ books seen during the inspection, and your school’s own assessment information, show that pupils in some year groups are making rapid progress from their starting points. The majority are now working at the standards expected nationally of pupils their age. A higher proportion of pupils join the school throughout the school year than join other schools nationally. Leaders assess pupils immediately to ensure that they receive the support they need to settle quickly. Assessments identify any gaps in pupils’ learning. Leaders have developed a number of effective interventions to tackle these gaps and monitoring shows that pupils make rapid progress from their individual starting points. A number of pupils who join the school have special educational needs and/or disabilities. Your staff work effectively with a range of outside agencies to access appropriate support to meet the pupils’ individual needs. You have developed good relationships with your families and work closely to help them to support their children’s learning. Parents say that pupils grow in confidence and make progress as a result of the care and support you give.

St Mary's Roman Catholic Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>92, "agree"=>8, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 12 responses up to 23-11-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>100, "agree"=>0, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 12 responses up to 23-11-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>92, "agree"=>8, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 12 responses up to 23-11-2022
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>83, "strongly_agree"=>8, "agree"=>8, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 12 responses up to 23-11-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>33, "agree"=>42, "disagree"=>25, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 12 responses up to 23-11-2022
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>33, "strongly_agree"=>58, "agree"=>8, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 12 responses up to 23-11-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>75, "agree"=>25, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 10 responses up to 23-11-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>67, "agree"=>33, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 12 responses up to 23-11-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>92, "agree"=>8, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 12 responses up to 23-11-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>58, "agree"=>42, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 12 responses up to 23-11-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>83, "agree"=>17, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 12 responses up to 23-11-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>83, "agree"=>17, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 12 responses up to 23-11-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>100, "agree"=>0, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 12 responses up to 23-11-2022
Yes No {"yes"=>100, "no"=>0} UNLOCK Figures based on 12 responses up to 23-11-2022

Responses taken from Ofsted Parent View

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