St Thomas of Canterbury Catholic Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
605
AGES
4 - 11
GENDER
Mixed
TYPE
Academy converter
SCHOOL GUIDE RATING
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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, ONS
01375 652 652

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?

Good
NATIONAL AVG. 2.09
Ofsted Inspection
(13/06/2023)
Full Report - All Reports
73%
NATIONAL AVG. 60%
% pupils meeting the expected standard in reading, writing and mathematics



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Progress Compared With All Other Schools

UNLOCK Well Below Average (About 9% of schools in England) Below Average (About 9% of schools in England) Average (About 67% of schools in England) Above Average (About 6% of schools in England) Well Above Average (About 9% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 9% of schools in England) Average (About 67% of schools in England) Above Average (About 6% of schools in England) Well Above Average (About 8% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 11% of schools in England) Average (About 59% of schools in England) Above Average (About 11% of schools in England) Well Above Average (About 9% of schools in England)
Ward Avenue
Grays
RM17 5RW
01375375826

School Description

The leadership team has maintained and further developed the high quality of education in the school since the last inspection. St Thomas of Canterbury Catholic Primary School is a purposeful place for children to learn, underpinned by a positive ethos. The highly experienced school leadership team continue to improve their skills. They reflect on the quality of education provided and have an accurate understanding of the school’s strengths and areas for development. They have provided a culture where staff can train and develop their skills, particularly in leadership. Through setting ambitious targets for all adults, leaders establish high expectations of what the pupils can achieve. Consequently, standards by the end of key stage 2 continue to rise and pupils are well prepared for secondary school. In the last inspection, you were praised for establishing a highly inclusive school with a caring and kind ethos. This remains a highly positive aspect of the school and the provision for pupils continues to improve at pace. Pupils are well cared for and happy within a safe and well organised environment. They behave well and enjoy the many learning activities provided. Pupils rarely miss a day at school and the proportion of pupils who are persistently absent is exceptionally low. A test of strong leadership is how you respond to challenges. At the previous inspection, you were asked to raise the achievement of pupils in mathematics. In this you have been successful and continue to be so. In 2015, at key stage 2, the proportion of pupils who left achieving the expected levels was above the national average. This year the proportion of pupils who achieved the required standard in mathematics is above the national average. Teachers explain mathematical concepts clearly and provide many opportunities for pupils to challenge themselves in their learning. Pupils make good progress and develop their mathematical knowledge, skills and abilities well in their time at the school. You continue to focus on raising the standards of literacy. The teaching of reading is effective because adults provide activities that meet the needs of most pupils. Teachers provide a targeted approach to the teaching of phonics (letters and the sounds that they make) that is proving to be highly effective. For the previous three years, the proportion of pupils who have achieved the expected standard in their phonics screening check in Year 1 has risen. This year, nearly all pupils achieved the required standard. Children in the early years start their school life well. This is because the leader of early years ensures that adults provide stimulating activities that enthuse and encourage children to develop good learning habits. Consequently, the proportion of children who leave Reception achieving a good level of development has also risen for the last three years. This year, children are leaving the early years with a good level of development that is above the national average for their age again. Children are well prepared for the challenges of Year 1. Pupils who have special educational needs and/or disabilities achieve well over time and are provided with the same opportunity to excel as all pupils. This is because leadership of these pupils and the work of the adults in school are exemplary. Adults know these pupils well and make sure that the provision is exceptionally well matched to their needs. For example, some pupils who experience the ‘Lego’ learning sessions were able to take turns and work alongside others even though this is a challenge for them. Through strong care, guidance and support, pupils who have special educational needs and/or disabilities are making at least good and often exceptional progress, personally and academically. The quality of governance is a strong feature of the school. Led by an experienced and knowledgeable chair, the governing body provides effective challenge and support. Governors undertake a series of activities to assure themselves of the quality of education that is being provided. These activities include regular visits to school and discussions with parents and pupils to verify the accuracy of leaders’ judgements about the school. As a result, governors are well informed and hold school leaders to account well for the standards of education at St Thomas of Canterbury Catholic Primary School. Safeguarding is effective. The school’s safeguarding policies and procedures meet current requirements. Recording systems are fully in place for the recruitment of staff. Leaders and governors are rigorous in ensuring that the necessary recruitment checks have been carried out effectively. Documents and school records are meticulously kept.

St Thomas of Canterbury Catholic Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>47, "agree"=>36, "disagree"=>7, "strongly_disagree"=>10, "dont_know"=>0} UNLOCK Figures based on 121 responses up to 16-06-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>49, "agree"=>34, "disagree"=>2, "strongly_disagree"=>13, "dont_know"=>2} UNLOCK Figures based on 121 responses up to 16-06-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>40, "agree"=>38, "disagree"=>6, "strongly_disagree"=>13, "dont_know"=>2} UNLOCK Figures based on 121 responses up to 16-06-2023
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>54, "strongly_agree"=>9, "agree"=>12, "disagree"=>6, "strongly_disagree"=>13, "dont_know"=>7} UNLOCK Figures based on 121 responses up to 16-06-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>35, "agree"=>46, "disagree"=>12, "strongly_disagree"=>3, "dont_know"=>3} UNLOCK Figures based on 121 responses up to 16-06-2023
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>28, "strongly_agree"=>21, "agree"=>26, "disagree"=>5, "strongly_disagree"=>20, "dont_know"=>0} UNLOCK Figures based on 121 responses up to 16-06-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>7, "agree"=>27, "disagree"=>0, "strongly_disagree"=>67, "dont_know"=>0} UNLOCK Figures based on 15 responses up to 16-06-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>40, "agree"=>33, "disagree"=>9, "strongly_disagree"=>10, "dont_know"=>8} UNLOCK Figures based on 121 responses up to 16-06-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>43, "agree"=>36, "disagree"=>7, "strongly_disagree"=>12, "dont_know"=>2} UNLOCK Figures based on 121 responses up to 16-06-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>42, "agree"=>40, "disagree"=>7, "strongly_disagree"=>8, "dont_know"=>2} UNLOCK Figures based on 121 responses up to 16-06-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>35, "agree"=>49, "disagree"=>7, "strongly_disagree"=>5, "dont_know"=>4} UNLOCK Figures based on 121 responses up to 16-06-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>37, "agree"=>36, "disagree"=>12, "strongly_disagree"=>9, "dont_know"=>6} UNLOCK Figures based on 121 responses up to 16-06-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>28, "agree"=>38, "disagree"=>12, "strongly_disagree"=>17, "dont_know"=>5} UNLOCK Figures based on 121 responses up to 16-06-2023
Yes No {"yes"=>75, "no"=>25} UNLOCK Figures based on 121 responses up to 16-06-2023

Responses taken from Ofsted Parent View

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