St Robert of Newminster Catholic School and Sixth Form College
Catchment Area, Reviews and Key Information

Post 16
11 - 18
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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
0191 520 5555

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
5+ GCSEs grade 9-4 (standard pass or above) including English and maths

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Per month

Progress Compared With All Other Schools

UNLOCK Well Below Average (About 12% of schools in England) Below Average (About 20% of schools in England) Average (About 37% of schools in England) Above Average (About 17% of schools in England) Well Above Average (About 14% of schools in England) UNLOCK Well Below Average (About 5% of schools in England) Below Average (About 25% of schools in England) Average (About 48% of schools in England) Above Average (About 17% of schools in England) Well Above Average (About 5% of schools in England)

School Results Over Time

2017 2018 2019 UNLOCK

% of pupils who achieved 5+ GCSEs grade 9-4
2017 2018 2019 UNLOCK

% of pupils who achieved GCSE grade 5 or above in both English and maths
2017 2018 2019 UNLOCK

% of pupils who achieved 3 A levels at AAB or higher

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

Biddick Lane
NE38 8AF

School Description

You and your leadership team have maintained the good quality of education in the school since the last inspection. You have implemented procedures to evaluate the quality of education provided and these have led to an accurate and comprehensive self-evaluation and school improvement plan. Leaders are working hard to implement plans and are improving the school’s effectiveness. Leaders are knowledgeable, thorough and committed to the pupils in your school. Since your appointment in September 2015, you have worked with your senior leaders, middle leaders and school staff to ensure high levels of accountability throughout the school. Middle leaders’ skills in evaluating how well pupils are doing are improving all of the time. Through calendared monitoring activities and actions taken from findings, middle leaders strive for the highest standards in their departments. There is an open culture where everyone works together to improve progress for all pupils. Pupils enjoy learning and being at your school. They are well cared for by your staff. Your curriculum is planned to maximise opportunities for pupils and is broad and balanced. Extra-curricular opportunities are plentiful and help to support pupils to develop wider personal and social skills. The previous inspection highlighted the need to improve the quality of teaching and to ensure that literacy skills are supported across the curriculum. It is clear from the evidence gathered during this inspection that teaching and literacy skills have improved. You effectively spend catch-up funding to ensure that pupils who are behind their peers in literacy and numeracy catch up, and continue to make good progress. Through your strong procedures for evaluating the quality of teaching, teachers have access to a wide range of professional development opportunities and they actively share good practice, which is improving the quality of teaching overall. Safeguarding is effective. The leadership team has ensured that all safeguarding arrangements are fit for purpose and records are robust, well documented and of a high quality. The open culture you have created in your school means that pupils are safe, they know how to stay safe and they know who to turn to if there are any issues. If safeguarding concerns arise, your staff deal with them well and follow them through to ensure positive outcomes for your pupils. Yours is a caring and supportive school and this helps your vulnerable pupils to feel safe. You have ensured that your personal, social, health and economic education programme educates pupils about risk. Inspection findings Attendance for key groups of pupils, including those who are disadvantaged and those who have special educational needs and/or disabilities, is below that of other pupils. An overhaul of the way leaders follow up absence is resulting in a more stringent approach and an improving emphasis on attendance at all levels including for these key groups, which is leading to improvements. Some pupils who have special educational needs and/or disabilities make good progress. Where pupils are not making as much progress as their peers from similar starting points, leaders have responded to this by implementing a number of strategies to support them. Evidence of the impact of these strategies is starting to be seen in pupils’ work and in individual education plans, which have clear and measurable targets and are improving progress for these pupils. It is too soon, however, to see the full impact of all of the strategies. Leaders have embedded a rigorous approach to the monitoring, evaluation and improving of the quality of teaching, learning and assessment. Through this approach, professional development opportunities are well matched to teachers’ needs and the impact of training is seen in lessons, in books and in the strong progress that pupils make. Teachers know pupils well. Through the effective use of pupil information, teachers plan lessons to meet the needs of individual learners. This means that teachers challenge pupils of all abilities to work hard and make good progress. Teachers and pupils have excellent relationships in all year groups. Through this, behaviour is excellent and pupils want to learn. Pupils take pride in their work, are self-assured and confident in their abilities and so make good progress. The programme of study for post-16 education is compliant with government requirements. Students have access to a wide range of activities, including work experience to prepare them for the world of work. Students take opportunities to take part in diocesan events, community events and voluntary work. Teachers challenge students in the sixth form to think hard and deepen their understanding. Files and exam preparation materials are well organised and students make strong progress. Sixth form leaders have strengthened the procedures for entry to the sixth form and retention rates are improving because students are now following the most appropriate courses, given their aspirations. Students receive careers advice and guidance but say that although preparation for university progression is effective, preparation for other employment routes is not as strong. Next steps for the school Leaders and those responsible for governance should ensure that: strategies for improvement, including those relating to attendance and the progress of pupils who have special educational needs and/or disabilities, are evaluated for their impact the quality of careers advice and guidance in the sixth form is improved, so that students have a clear understanding of all options, including employment, available to them. I am copying this letter to the chair of the governing body, the director of education for the Diocese of Hexham and Newcastle, the regional schools commissioner and the director of children’s services for Sunderland. This letter will be published on the Ofsted website. Yours sincerely Debbie Redshaw Her Majesty’s Inspector Information about the inspection Inspectors met with you, your senior leaders and some of your middle leaders, governors, your school improvement partner and your pupils. We gathered a range of evidence from conducting learning walks and a work scrutiny jointly with your senior leaders. The inspection team scrutinised and evaluated documents including your child protection policy, safeguarding records, school self-evaluation, school improvement plans, minutes from governors’ meetings, evaluations of the quality of teaching and learning, performance management information and attendance information. Account was taken of 158 responses to Ofsted’s online questionnaire, Parent View, 226 responses to pupil questionnaires and 20 responses to staff questionnaires.

St Robert of Newminster Catholic School and Sixth Form College Parent Reviews

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