St Thomas More RC College
Catchment Area, Reviews and Key Information

11 - 16
Voluntary aided school
Not Rated

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
0161 342 3214

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.

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)

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

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

Town Lane
M34 6AF

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. The school has continued to improve since then and this continued journey of improvement is a result of senior leaders’ commitment to pupils and the high expectations you have of pupils and for pupils. Leaders, all staff and pupils work harmoniously together to create a calm, purposeful and warm atmosphere. The vast majority of parents feel that the school is very caring and feel that ‘this school is invested heavily in each and every pupil’. The school’s inclusive and Catholic ethos permeates every facet of school life. The mission statement of recognising the worth and dignity of all people is seen through leaders’ actions with vulnerable pupils, through pupils’ attitudes of respect and tolerance to others, and through the care and consideration shown between pupils and staff alike. Leaders’ work on inclusion is rightly recognised as a beacon of good practice across the local authority. You and your team have a very strong understanding of the school’s many strengths and what needs to be improved further. You have effectively addressed the areas for improvement from the last inspection, for example in raising outcomes in modern foreign languages, geography, and design and technology. In response, you provided additional support from external consultants, made changes in staffing and carefully considered the curriculum time made available to each subject. The intensive monitoring and support from senior leaders and governors has also been a contributory factor in ensuring that improved and secure progress is now being made in each of these subjects. Indeed, modern foreign languages is now a highly successful department with many more pupils now opting to continue studying a language to GCSE level and beyond. Leaders have also secured improvements to the quality of teaching across the school and leadership of this area is strong. Leaders have developed a vibrant teaching and learning culture through creating leaders of teaching and learning, peer coaching of staff and through the innovative use of technology to enable staff to fully reflect on and improve their practice. Robust procedures for monitoring the quality of teaching over time are in place and support is effective. All teaching staff are ambitious to improve and determined to deliver high-quality teaching for the benefit of pupils. In response to improving progress for the most able pupils, you have created additional opportunities for pupils to attend lectures from a local sixth form college and science, technology, engineering and mathematics (STEM) courses. You are working hard to raise the aspirations of pupils, particularly of disadvantaged pupils. We agreed that there is still work to do in this area to ensure that the progress of the most able and the most able disadvantaged pupils is rapid and sustained across the curriculum. Safeguarding is effective. The leadership of safeguarding is very strong. All safeguarding arrangements are fit for purpose, and records are detailed and of high quality. Procedures for recruiting staff are robust and meet statutory requirements. Staff have completed all relevant and recent training and they know what to do if they have any concerns about pupils. Staff liaise effectively with external agencies and are proactive in referring any concerns to the appropriate professionals. Some staff are trained to lead multiagency safeguarding meetings and are highly effective in ensuring that pupils receive help as early as possible. Leaders ensure that the school is responsive to meeting pupils’ needs, for example in the area of mental health, and pupils and families benefit greatly from personalised support. Pupils know how to keep themselves safe, particularly online, as they have been well taught. Pupils spoken to during the inspection say that they feel safe in school and that they have a number of ways to raise any concerns they may have. This includes talking to designated staff and using an online referral system. Parents agree that their children are safe and happy in school. There is a strong culture of safeguarding throughout the school.

St Thomas More RC College Reviews

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