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

Primary
PUPILS
252
AGES
3 - 11
GENDER
Mixed
TYPE
Voluntary aided school
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 2021, ONS
01634 331110

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
NATIONAL AVG. 2.08
Ofsted Inspection
(30/1/18)
Full Report - All Reports
77%
NATIONAL AVG. 65%
% 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 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 expected standard in Key Stage 2 tests (age 11)
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

Romany Road
Rainham
Gillingham
ME8 6JH
01634234677

School Description

The leadership team has maintained the good quality of education since the last inspection. When you took up post, you quickly identified the school’s strengths and next steps for development. You worked diligently with your deputy to ensure that the school’s self-evaluation was accurate and actions for further improvement were precise and targeted. You have built quickly positive relationships with your staff, who share your commitment and high expectations. They are motivated and proud to be members of the school community. Governors work strategically and have a sound knowledge of the school’s strengths and weaknesses. They regularly visit the school and provide helpful support and challenge for senior leaders. Pupils are very happy at school and have exemplary attitudes to learning. They are polite and respectful towards each other, adults and visitors to the school. I observed pupils applying themselves diligently to tasks during lessons and sharing confidently their ideas and opinions during a lively class debate. Pupils describe their school as a place where ‘everyone is friendly’, and where teachers help them learn and understand the things that they find difficult. Pupils are positive about their curriculum and say that learning is fun. They talked enthusiastically about their favourite learning experiences. For example, one pupil described dressing up as Julius Caesar during their topic about the Romans, while another shared their enjoyment of making animals out of recycled material, linked to their key text in literacy. Parents are extremely positive about the school. Those that I spoke to on the playground were supportive of the school staff and were happy with the education that their children receive. They commented that leaders and teachers listen to them and respond quickly if they have concerns. All parents who completed Ofsted’s online questionnaire, Parent View, felt that their children were happy in school and the vast majority said that they would recommend the school to others. One parent praised the school for its ‘high morals and positive influences’. Another commented that ‘school has a reassuring sense of community and encourages the children to think about each other and the wider school family.’ The vast majority of parents feel that the school is led and managed well. Following the previous inspection, leaders were asked to improve teaching and develop opportunities for high-quality writing. Inspectors also asked leaders to provide pupils with more opportunities to identify their own next steps in learning. During this inspection, pupils talked with excitement about a wide variety of topics that they enjoyed in school. I observed detailed and focused writing in English books, as well as in a broader range of subjects and topic books. Additionally, I saw evidence of this in English, where pupils self-evaluate their writing to ensure that it includes features expected for their stage of learning. Leaders’ focus on the development of writing has had a positive impact on pupils’ attainment. In 2017, the proportion of pupils in Year 2 and in Year 6 who achieved well was better than that of all pupils nationally. Leaders were also asked to ensure that all pupils were given appropriately challenging tasks. Much work has been done to address this and your current school development plan outlines further clear actions. However, you rightly acknowledge that additional improvement is required to enable the most able pupils in key stage 2 to exceed the expectations set for their age. Leaders are keen to keep improving all aspects of the school. You are currently focusing on improving the attendance of all pupils by working with parents to highlight the importance of pupils attending school regularly. Safeguarding is effective. The leadership team has ensured that all safeguarding arrangements are fit for purpose and records are detailed and thorough. Staff and governors receive regular training, which enables them to put in place the most up-to-date safeguarding requirements. As a result, pupils are safe in school. Policies and procedures provide clear guidance to staff, including arrangements for reporting concerns. Governors take their responsibilities to safeguard pupils seriously. The chair of governors checks the school’s procedures for vetting and recruitment regularly. The school’s records show that all checks on staff, governors and volunteers are completed meticulously. Pupils talked confidently about how the school teaches them to keep them safe. For example, they recalled lessons on online safety, fire safety guidance and a recent assembly delivered by the National Society for the Prevention of Cruelty to Children. They were clear about what they would do if they had a concern. All pupils with whom I spoke agreed that they would be happy to talk to any adult in the school.

St Thomas of Canterbury RC Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree 74% Agree 26% Disagree 0% Strongly Disagree 0% Don't Know 0% {"strongly_agree"=>74, "agree"=>26, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} Figures based on 39 responses up to 02-02-2018
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Figures based on 39 responses up to 02-02-2018

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Figures based on 39 responses up to 02-02-2018

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Figures based on 39 responses up to 02-02-2018

unlock

Figures based on 39 responses up to 02-02-2018

unlock

Figures based on 39 responses up to 02-02-2018

unlock

Figures based on 39 responses up to 02-02-2018

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Figures based on 39 responses up to 02-02-2018

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Figures based on 39 responses up to 02-02-2018

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Figures based on 39 responses up to 02-02-2018

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Figures based on 39 responses up to 02-02-2018

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Figures based on 39 responses up to 02-02-2018

Responses taken from Ofsted Parent View

Your rating:
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