St Nicholas' School
Catchment Area, Reviews and Key Information

Primary & Secondary
Post 16
Special school

Holm Oak Close
Nunnery Fields
Canterbury
CT1 3JJ
01227464316
Pupils
293
Ages
3 - 19
Gender
Mixed
Type
Community special school
4 1 1 2 3 4
NATIONAL AVG. 2.08
Ofsted Inspection
(12/7/18)
Full Report - All Reports

Special schools provide a unique and distinctive educational environment to meet the needs of the pupils in their community. Undertaking standard tests may not be appropriate and we do not show performance data for special schools.

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89%
NATIONAL AVG. 92%
Happiness Rating

Ofsted Parent View

6.4:1
NATIONAL AVG. 20.7:1
Pupil/Teacher ratio
25.8%
NATIONAL AVG. 8.2%
Persistent Absence
3.7%
NATIONAL AVG. 21.2%
Pupils first language
not English
35.2%
NATIONAL AVG. 16.8%
Free school meals

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You and other leaders provide pupils with a calm, friendly and supportive environment in which to learn. Pupils are happy and well behaved, and enjoy school, with one stating, ‘School is perfect.’ Pupils are engaged in lessons and proud of their work. You and other leaders are passionate about striving to improve the outcomes and life chances for all pupils. Along with senior leaders, you ensure that all pupils continue to make good progress. Your staff have strong knowledge of the individual needs of pupils, and are committed to promoting their well-being and independence skills. You are reflective and have an accurate view of the effectiveness of your school. You have successfully introduced new strategies which have addressed the areas for improvement from the last inspection. You have identified aspects of the school’s provision that could be better and, along with other leaders, have plans in place to develop these swiftly. You recognise that the request from some parents for improved communication between school and home is a priority for you and other leaders. Governors are insightful and well informed, and know the school very well. They visit regularly and have high expectations for all pupils. The monitoring of safeguarding practice forms an important part of governors’ visits. Parents and carers are largely very positive about the school, with one parent stating: ‘The individuality of each pupil is acknowledged and very complex needs met in a kind and respectful manner.’ Safeguarding is effective. Leaders have ensured that all safeguarding arrangements in the school are fit for purpose. Records are detailed and thorough and you and your team all have a clear understanding of safeguarding procedures. You have effective communication systems within school, including between the different sites, and with outside agencies. These systems, along with the in-depth knowledge your staff have of pupils, ensure that any concerns are noticed and acted upon as soon as possible so that pupils remain safe. This is a caring school. Trusting, understanding relationships between staff and pupils result in pupils feeling safe and secure. They are taught how to keep themselves safe, including when online. Inspection findings Pupils make very good progress during their time at the school. You encourage and support pupils to aim high. As a result, in addition to academic progress, pupils make very good progress with their behaviour, independence and physical development. You make sure that lessons are motivating and designed to meet the individual needs of pupils, and that routines and expectations of pupils are clear. This enables them to understand their work, enjoy their learning and find the curriculum fun and engaging. Satellite provision in local schools provides pupils with invaluable social inclusion opportunities which allow them to thrive. Pupils are given many opportunities to practise and develop their functional literacy and numeracy skills throughout the day. For example, pupils in a cookery lesson had used their numeracy skills to work out the cost of the dish they were making. Students in a sixth-form enterprise lesson were learning to use money in a variety of appropriate ways. Phonics teaching is engaging and at an appropriate level for each pupil, helping all to make good progress with their reading and writing. You, along with other leaders and governors, regularly review all aspects of the school’s provision. The safety and welfare of pupils are your first priority. You have put in place effective new strategies and procedures to ensure that each pupil is secure and safe in school. Leaders are highly skilled and knowledgeable, and continually look for ways to further improve the school. You have listened to the views of parents and recognise that communication between school and pupils’ families could be better. Your family support team has already had a positive impact but you understand that there is still work to do in this area.

St Nicholas' School Catchment Area Map

This pupil heat map shows where pupils currently attending the school live.

Enter a postcode to see where you live on the map
heatmap example
Source:
All attending pupils
National School Census Data 2020
ONS
Pupil heat map key

How many pupils attending the school live in the area?

Many
Some
Few



The concentration of pupils shows likelihood of admission based on distance criteria

03000 41 21 21

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.

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