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

Primary
PUPILS
209
AGES
4 - 11
GENDER
Mixed
TYPE
Voluntary aided school
SCHOOL GUIDE RATING
unlock
UNLOCK

Can I Get My Child Into This School?

Enter a postcode to see where you live on the map
heatmap example
Sample Map Only
Very Likely
Likely
Less Likely

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
01225 713010

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
(2/10/18)
Full Report - All Reports
90%
NATIONAL AVG. 65%
% pupils meeting the expected standard in reading, writing and mathematics



Unlock the rest of the data now
  • See All Official School Data
  • View Catchment Area Maps
  • Access 2022 League Tables
  • Read Real Parent Reviews
  • Unlock 2022 Star Ratings
  • Easily Choose Your #1 School
£14.95
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

Exeter Street
Salisbury
SP1 2SG
01722322632

School Description

The leadership team has maintained the good quality of education at the school since the last inspection. Since that time, there have been a significant number of changes to the teaching staff. You, your deputy headteacher and governors have provided stability and strong strategic direction during this time. The improvements you have made to the quality of teaching have been sustained, and this has ensured continuous improvement to academic standards. As a result, the standards pupils achieve by the end of key stage 2 in reading, writing and mathematics have risen and are well above the national average. Governors know the school and their responsibilities well. This well-informed and dedicated group have an accurate understanding of the school’s strengths and weaknesses. Consequently, they provide effective challenge to leaders, making sure that improvement plans are clearly linked to better outcomes for pupils. For example, leaders have prioritised improving the quality of teaching of writing in the early years, which is now improving rapidly. The areas identified at the previous inspection have been a priority for leaders and governors. The leadership team’s actions to improve teaching and assessment of phonics have been effective and the large majority of pupils now achieve the standard expected at the end of Year 1. You have rightly identified the need to develop middle leaders’ roles so that they make sure that pupils continue to develop their skills as writers across the curriculum. Leaders and governors are resolute in their determination to provide the highest quality of education, by raising achievement and by supporting pupils’ personal development. The school’s mission statement of, ‘Love for God, love for each other, love for learning’ informs all leaders’ actions and is understood and supported by pupils and staff. As a result, pupils behave well and they respond positively to each other and to adults. Pupils told me that ‘people want to learn’ at St Osmund’s. They feel inspired to do their best and to excel in a range of subjects including science and religious education. They enjoy learning to play musical instruments in class and can take part in a wide range of extra-curricular activities such as choral singing and sporting events. Pupils take on leadership roles including belonging to the school council and leading fundraising activities. Almost all parents and carers agree that the school provides strong academic and pastoral support. They appreciate the inclusive community ethos and engaging teaching that the school provides. One parent, summing up the views of many, commented, ‘I feel very lucky that my daughter is taught to such a high standard and nurtured in the environment of the school.’ Safeguarding is effective. There is a strong culture of safeguarding in the school and everyone is committed to the welfare of pupils in their care. Staff receive regular training to help them identify risks and to understand their responsibilities in keeping pupils safe. Pupils feel safe in school and told me that they trust adults to listen to their concerns. They told me that bullying is extremely rare and they were confident that adults resolve issues very quickly. You keep detailed records of concerns, and follow them up swiftly. You take resolute action if you are not satisfied with the response you receive from external agencies. You carefully review referrals from staff to make sure that pupils and families who need extra social and emotional support receive the help they need. This has had a very positive impact on pupils’ welfare. You make detailed checks to make that all adults working in the school are safe to work with children and these are carefully recorded. Governors check the school’s systems carefully and review procedures so that they continually improve. Pupils have a good understanding of how to stay safe online. As a result of your work with families, pupils attend well and the number of pupils who regularly miss learning continues to decline. Inspection findings To establish whether the school remained good, I investigated the teaching of writing across key stage 2. This is because in recent years, pupils’ rates of progress in writing have not matched the strong progress that pupils make in reading and mathematics. When we reviewed pupils’ books, it was clear that pupils respond to inspiring stimuli for writing such as high-quality literature and are improving their written composition in their English lessons. They use imaginative vocabulary and some pupils are extending their range of punctuation and sentence structures to help them to reach the higher standard in Year 6. In some religious education and science books, pupils write at length to communicate their knowledge and understanding. This contributes well to the development of their written fluency and accuracy. However, the expectations of pupils’ writing across all subjects and year groups is not high enough. The accuracy of pupils’ written work is often of a higher standard in their English books than in other subjects. Writing tasks across subjects do not consistently challenge pupils to develop their composition or to apply their knowledge of punctuation and grammatical structures to a high enough standard. Across all subjects, inaccuracy of spelling limits the progress that some pupils make in writing. Some pupils show a weak understanding of common spelling patterns or misapply their phonics, for example they write, ‘ememys’ instead of ‘enemies’ and ‘funder’ instead of ‘thunder’. Teachers do not address weaknesses in spelling consistently, for example there is strong practice in pupils’ editing and improvement of their spelling in Year 6 but this is not evident in other year groups. I looked at how well the school supports lower attaining pupils in key stage 1 to make progress in reading. This was because, over time, too few lower-attaining pupils have caught up to the standard expected in reading by the end of Year 2. Lower-attaining pupils now make better progress in phonics, and assessment information shows that more pupils now achieve the expected standard in Year 1 or have caught up by the end of Year 2. This means that pupils are now able to tackle unfamiliar words when reading. You have made improvements to the quality of teaching by making sure that teachers plan questions to develop pupils’ comprehension of their books. Your latest assessment information shows that more pupils in this group are now reaching the expected standard in reading comprehension by the end of Year 2. Pupils’ current learning shows that a small number of low-ability readers require further support in developing their vocabulary and articulating their understanding of what they read. I also considered how the most able are challenged to reach the higher standard in writing across the early years and key stage 1. Assessment information shows that in recent years, no pupils have achieved the higher standard in writing by the end of Reception. In addition, too few have progressed to the higher standard by the end of Year 2. In the early years, children now are now supported to make better progress in writing. They learn how to form letters and to recognise the sounds that they make in adult-directed activities. When initiating their own learning, children have regular opportunities to make marks and write with purpose. We observed the most-able pupils building words using their knowledge of letter sounds. These improvements are having a positive impact on children’s progress in writing. In Years 1 and 2, teachers now plan tasks which require the most-able pupils to develop their skills as authors across different contexts. Pupils’ writing shows their progress in forming more complex sentences and their increasing precision when using a range of punctuation. As a result, more pupils in Year 2 are now progressing towards the higher standard in writing. Next steps for the school Leaders and those responsible for governance should ensure that: pupils in key stage 2 develop the accuracy of their spelling and sustain a high standard of writing across the curriculum pupils with low prior attainment in reading at key stage 1 make good progress in their understanding of what they read. I am copying this letter to the chair of the governing body, the director of education for the Diocese of Clifton, the regional schools commissioner and the director of children’s services for Wiltshire. This letter will be published on the Ofsted website. Yours sincerely Claire Mirams Ofsted Inspector Information about the inspection During the inspection, I held meetings with you and your deputy headteacher. I met with your governors. I reviewed your plans for improvement, information on current pupils’ progress and your own evaluation of teaching and the school’s performance. We observed teaching and heard pupils read together. I spoke with parents at the end of the school day. I met with a group of pupils and discussed their viewpoints on the curriculum, behaviour, bullying and keeping safe, including online. I scrutinised various safeguarding records and current information about school attendance. I spoke to a representative of Wiltshire local authority. I reviewed a range of current pupils’ workbooks together with school leaders. I also considered 44 parent responses to the online survey, Parent View, and 16 responses to the staff survey. There were no responses to the pupil survey.

St Osmund's Catholic Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree 78% Agree 18% Disagree 0% Strongly Disagree 2% Don't Know 2% {"strongly_agree"=>78, "agree"=>18, "disagree"=>0, "strongly_disagree"=>2, "dont_know"=>2} Figures based on 49 responses up to 03-10-2018
unlock

Figures based on 49 responses up to 03-10-2018

unlock

Figures based on 49 responses up to 03-10-2018

unlock

Figures based on 49 responses up to 03-10-2018

unlock

Figures based on 49 responses up to 03-10-2018

unlock

Figures based on 49 responses up to 03-10-2018

unlock

Figures based on 49 responses up to 03-10-2018

unlock

Figures based on 49 responses up to 03-10-2018

unlock

Figures based on 49 responses up to 03-10-2018

unlock

Figures based on 49 responses up to 03-10-2018

unlock

Figures based on 49 responses up to 03-10-2018

unlock

Figures based on 49 responses up to 03-10-2018

Responses taken from Ofsted Parent View

Your rating:
Review guidelines
  • Do explain who you are and your relationship to the school e.g. ‘I am a parent…’
  • Do back up your opinion with examples or clear reasons but, remember, it’s your opinion not fact.
  • Don’t use bad or aggressive language.
  • Don't go in to detail about specific staff or pupils. Individual complaints should be directed to the school.
  • Do go to the relevant authority is you have concerns about a serious issue such as bullying, drug abuse or bad management.
Read the full review guidelines and where to find help if you have serious concerns about a school.
We respect your privacy and never share your email address with the reviewed school or any third parties. Please see our T&Cs and Privacy Policy for details of how we treat registered emails with TLC.


News, Photos and Open Days from St Osmund's Catholic Primary School

This school is busy uploading photos, news and event information.
Check back soon!