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

4 - 11
Voluntary aided school

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)
Fort Road
SO19 2JE

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. Your high expectations, clear vision and sharp evaluation of strengths and weaknesses have galvanised staff and governors to work together effectively. There have been changes in the leadership team and you have appointed talented new leaders who have driven rapid and sustained improvement in school systems. For example, you have established robust methods for ensuring consistency and quality in teaching and assessment. These actions have significantly improved the achievement of current pupils. Your sharpening of accountability places the school in a strong position to further increase the pace of these improvements. Pupils enjoy learning and their time at school. One pupil said, ‘Learning is fun here.’ They work with sustained concentration and good application. Pupils are keen to achieve highly. They welcome the frequent and specific guidance from teachers that they say is very helpful. Pupils act promptly and methodically on this support and, as a result, improve their work successfully. Most parents and carers are happy with the education provided for their children. Parents say that the school provides a positive environment for their children to learn well. They are particularly positive about the support that is offered to their children. Parents told me that the school staff are approachable, friendly and communicate information clearly. One parent said: ‘The school has a very warm and friendly atmosphere and my daughter loves going in every morning and comes out happy and confident in the afternoon.’ At the last inspection, the school was asked to make better use of the information collected from assessments to improve pupils’ achievement. Teachers and support staff use achievement information effectively. This ensures that learning opportunities usually stretch pupils’ thinking. Leaders were also asked to help boys who were having difficulty learning to read to make faster progress. Boys now make good progress in reading. Phonics teaching for younger pupils is effective and older pupils analyse complex texts accurately with timely and good support from staff. The school was asked to raise attendance so that it is at least in line with the national average. Pupils’ attendance is close to the national average because leaders challenge low attendance firmly. The school supports parents to ensure that pupils come to school regularly. However, you are aware that attendance is still too low for some pupils and it remains a priority for the school. Governors have taken decisive action to know the school and its processes well. They monitor pupils’ achievement closely and follow up carefully on areas identified in the school improvement plan. Governors are developing a good level of skills to enable them to challenge with rigour. They hold specific leaders to account stringently for the impact of their actions on outcomes, particularly for disadvantaged pupils. A firm priority for the school is to increase the level of challenge in some writing tasks. Senior leaders know that there is more scope to develop pupils’ writing skills in a broader range of curriculum subjects. Inspection evidence also showed that there is a need to raise attendance as it remains too low for some pupils. This means that they do not achieve as well as they could. Safeguarding is effective. You have created a positive culture for safeguarding in which pupils can talk freely and openly to staff about any problems they may face. The staff work hard and well to develop positive relationships to further promote a safe and secure environment. Staff know how to communicate and respond to any concerns that they may have about a pupil’s welfare. This is because they are well trained and frequently updated on the latest guidance and individual pupils’ circumstances. Leaders manage safeguarding cases proactively and liaise appropriately with parents and outside agencies. Records of action are detailed and of high quality. Governors use their expertise in safeguarding well. They regularly check the effectiveness of safeguarding procedures and that staff training is effective. Governors check that the curriculum provides many opportunities to support pupils in knowing how to keep themselves safe. Consequently, pupils talk confidently about how to stay safe, for example when they are online or crossing the road. Pupils say that they feel safe, well looked after and listened to in school. They say that bullying is rare and that they help each other to sort out more minor friendship problems. Pupils are confident that staff would deal effectively with any bullying or poor behaviour that did occur.

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 2020, ONS
023 8022 3855

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.

St Patrick's Catholic Primary School Reviews

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