St Pius X Catholic Primary School, a Catholic Voluntary Academy
Catchment Area, Reviews and Key Information

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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 2021, ONS
01642 201890, 201891, 201889

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
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 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

Amersham Road
Park End

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. Based on the evidence gathered during this short inspection, I am of the opinion that the school has demonstrated strong practice in certain areas. This may indicate that the school is improving towards being outstanding. Therefore, I am recommending that the school’s next inspection be a section 5 inspection. Since your appointment, soon after the last inspection, you have led the school from strength to strength, ably assisted by your deputy. Pupils’ progress has accelerated. In the last two years, the progress of pupils by the end of key stage 2 has been exceptional, well within the top 10% of schools nationally in reading and mathematics. The progress of disadvantaged pupils has been considerably stronger than that of other pupils nationally. In the last two years, despite entering school with skills, knowledge and understanding below those which are typical for their age, every pupil has reached at least the expected standard in reading and mathematics and most pupils have accomplished the same in writing. A higherthan-average proportion of pupils have exceeded this standard. Consequently, pupils leave very well prepared for secondary school. Although pupils make strong progress in key stage 1, you agree that because of some historically less effective teaching, a few most-able pupils have not reached the high standards of which they ought to be capable. You have challenged and supported the whole school community to put their best foot forward and pull out all the stops to achieve the maximum for each pupil. You have listened to staff and pupils and empowered them to contribute to the school’s improvement. You have secured the support of parents and carers. This work has helped to develop a strong culture of learning and behaviour in pupils, and strong levels of professionalism in the staff. The stimulating and rich experiences adults make available to pupils are manifest in the high-quality displays throughout the school. Governors bring a range of relevant skills and experience to the table. The governing body understands well the strengths and areas for development. Governors are not in the least bit complacent about the strong trend of achievement and they challenge you to do even better. The governing body, aided by an external independent consultant, places you under a sometimes uncomfortably bright spotlight, which you welcome. Inspectors, at the last inspection, challenged leaders to improve mathematics teaching and outcomes. The work in pupils’ books suggests that they are sustaining the exceptional progress in key stage 2 seen over the last two years. This is because mathematics teaching throughout the school has improved substantially. You recognise that teachers need to give pupils more opportunities to attempt, in subjects such as science and geography, the tricky problems pupils get to try in mathematics lessons. Safeguarding is effective. The leadership team has ensured that safeguarding arrangements are fit for purpose. Leaders’ attention to detail in all they do is evident in the thorough records they make of concerns, conversations, correspondence, meetings and actions regarding pupils at risk. Where necessary, leaders have secured help for pupils from external professionals, reporting serious concerns in a timely way to the local authority. You have ensured that adults are well trained, for example about the risks of pupils becoming subject to extremist views. Adults are diligent in communicating any concerns to leaders. The school site is safe and access arrangements ensure appropriate barriers to any potential intruders. The pupils I listened to said that adults are good at sorting out disagreements between pupils and that they deal with bullying effectively. Pupils’ excellent behaviour in lessons, and the way in which they follow the rules at breaktimes, contributes to them being and feeling safe. Inspection findings You have established rigorous systems and processes to effectively check the quality of teaching and meticulously keep an eye on the progress of groups of pupils and individuals. You have fully involved the teachers and teaching assistants in their own improvement. As a result, the quality of teaching and pupils’ outcomes have improved substantially and continue to improve. Teachers know precisely which parts of their teaching they need to work on, and when they have cracked those aspects they work to refine their skills further.

St Pius X Catholic Primary School, a Catholic Voluntary Academy Parent Reviews

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