St Wilfrid's Catholic Comprehensive School
Catchment Area, Reviews and Key Information

Secondary
Post 16
PUPILS
1061
AGES
11 - 18
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, ONS
033 301 42903 033 301 42903

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
(21/03/2023)
Full Report - All Reports
71%
NATIONAL AVG. 38%
5+ GCSEs grade 9-4 (standard pass or above) including English and maths



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Progress Compared With All Other Schools

UNLOCK Well Below Average (About 15% of schools in England) Below Average (About 18% of schools in England) Average (About 35% of schools in England) Above Average (About 16% of schools in England) Well Above Average (About 16% of schools in England)

School Results Over Time

2019 2022 2023 2020 Covid-19 2021 Covid-19 UNLOCK

% of pupils who achieved 5+ GCSEs grade 9-4
2019 2022 2023 2020 Covid-19 2021 Covid-19 UNLOCK

% of pupils who achieved GCSE grade 5 or above in both English and maths
2019 2022 2023 2020 Covid-19 2021 Covid-19 UNLOCK

% of pupils who achieved 3 A levels at AAB or higher
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St Wilfrid's Way
Crawley
RH11 8PG
01293421421

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. Under your thoughtful and wise leadership, the school’s popularity has continued to increase. Close to 100% of parents and carers would recommend it, describing it as ‘exemplary’, ‘amazing’ or ‘second to none’. One described a child ‘waking up in the morning and bursting into song at the thought of going to school’. Your pupils and students were welcoming and keen to tell us about school life. All those we spoke to said they enjoy practically all their lessons and appreciate being made to work hard. I and my colleague did not see anything other than considerate behaviour around the school and attentive pupils and students in lessons. Many outstanding aspects of the school’s atmosphere and culture were captured in the October 2017 denominational inspection report. I and my colleague quickly sensed the ‘holistic approach to excellence, permeating the life of the school’ by: realising how all members of teaching and pastoral staff keep a constant eye on pupils’ and students’ health, safety and happiness exploring the well-considered, high-quality learning support given to all pupils, especially those who have special educational needs (SEN) and/or disabilities sensing how staff respect your leadership, are proud to work at the school and feel valued and supported (confirmed by their questionnaire responses) reading numerous parents’ comments about how they feel welcomed as members of the school community appreciating how much the school liaises with and benefits from working with many local schools and organisations. Pupils and students were adamant that, as well as studying the Catholic Church’s views on a wide range of issues, they are always told to respect differences and value diversity. The thoughtful and mature way they discuss sensitive issues, such as different lifestyles or family structures, confirms how well the school prepares them for their futures. They learn about British values and wider moral, social and cultural issues throughout the curriculum. Sixth-formers have a thought-provoking session presented by an ex-offender and they and pupils learn about mental health. The school’s reputation for consideration of others is well deserved. Pupils and students volunteer within the local community and raise considerable funds for charities. In December 2017, well over 100 sixth-formers and many staff slept outside in the school courtyard; they raised over £9,000 for the school’s five house charities, one being a local homeless organisation. Most members of the very new governing body know they lack experience. However, led by a wise chair and one long-serving governor, they have enthusiasm, relevant expertise, keenly attend training and are determined to combine support with challenging questions. You welcome and value how governors encourage you at the same time as probing information, plans and suggestions you give them. The single issue in the previous inspection report highlighted ways to generate more outstanding teaching and high examination grades. Leaders responded well and teaching is now more flexible, imaginative and challenging. We saw pupils helping each other to tackle work, responding thoughtfully to tricky questions and knowing what they needed to do to improve their work. We saw teachers sharing their expert subject knowledge and enthusiasm skilfully to guide learning. The standards achieved by the most able pupils went up a little in the last couple of years, although they have the potential to go higher. Several pupils attained one or two grade 9 GCSEs in 2017 and one got three, which is commendable as only about 2,000 pupils did so nationally. Pupils’ progress in the EBacc subjects was in the top 20% nationally in 2016 and 2017, and achievement in modern foreign languages and science subjects continued to be well above average. In the sixth form, practically all subjects had average value-added A-level results in 2017 and current school information suggests that progress is stronger this year. Safeguarding is effective All teaching and non-teaching staff, whatever their roles, know that they must be vigilant for the early signs of a child who might be at risk. Catering staff are fully alert to spotting changes in pupils’ demeanour or behaviour and inform the relevant member of staff immediately. Pupils are also proactive if they have worries, as there is an inclusive culture of listening and responding if needed. Swift and immediate actions are taken to safeguard pupils by contact with external agencies as required. Leaders carry out an NSPCC safeguarding audit regularly. With the safeguarding governor, they are currently reviewing and tightening up the school’s record-keeping and storage arrangements. The school regularly gets pupils to reflect on their use of social media and its potential dangers. The rare incidents of bullying and racism are dealt with immediately. It is not surprising that the pupils’, parents’ and staff’s questionnaire responses about safety were extremely positive. Inspection findings We discussed your GCSE and sixth-form results and explored the differences between subjects and groups of pupils. Your work on narrowing some variations made a difference in 2017; for example, boys’ progress moved nearer to girls’. You know that the difference between the progress of disadvantaged and other pupils is still too wide, especially in the proportion attaining grade 4 (pass grades) in both English and mathematics. You described how difficult it is to appoint specialist mathematics teachers and hence you and a deputy headteacher are teaching the subject this year. Examining how you spend the funds you receive for disadvantaged pupils, it is clear that you reflect and make changes every year. However, you have not always set short-term targets which, when checked, might reveal that changes need to be made during the year. Visiting several lessons together, we agreed that pupils, especially lower attainers, do not always present their work carefully or legibly and teachers rarely tackle this. You shared your recent data showing how many pupils’ reading ages were below their actual ages. We had seen an effective exploration about the meaning of words in a science lesson and agreed that all subject teachers could contribute more to strengthening literacy. My colleague was able to confirm that your improved and above-average attendance in 2015/16 has continued in all years. She also sought an explanation for the above-average number of fixed-term exclusions, which had peaked at over 100 in 2015/16. Pupils clearly responded well to your determination to have the highest standards of behaviour as the number halved in 2016/17 and there have only been 15 incidents so far this academic year. Next steps for the school Leaders and those responsible for governance should ensure that: they persevere with frequent reviews of the support arranged for disadvantaged pupils and make adjustments if they are not generating the desired progress all teachers contribute to widening pupils’ subject-specific and general vocabulary and to improving pupils’ reading comprehension (insisting that they present their work legibly and neatly).

St Wilfrid's Catholic Comprehensive School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>67, "agree"=>22, "disagree"=>7, "strongly_disagree"=>4, "dont_know"=>0} UNLOCK Figures based on 139 responses up to 01-05-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>60, "agree"=>32, "disagree"=>3, "strongly_disagree"=>4, "dont_know"=>1} UNLOCK Figures based on 139 responses up to 01-05-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>49, "agree"=>40, "disagree"=>6, "strongly_disagree"=>4, "dont_know"=>1} UNLOCK Figures based on 139 responses up to 01-05-2023
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>63, "strongly_agree"=>11, "agree"=>9, "disagree"=>5, "strongly_disagree"=>5, "dont_know"=>7} UNLOCK Figures based on 139 responses up to 01-05-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>45, "agree"=>38, "disagree"=>11, "strongly_disagree"=>4, "dont_know"=>1} UNLOCK Figures based on 139 responses up to 01-05-2023
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>32, "strongly_agree"=>40, "agree"=>14, "disagree"=>6, "strongly_disagree"=>6, "dont_know"=>1} UNLOCK Figures based on 139 responses up to 01-05-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>68, "agree"=>12, "disagree"=>4, "strongly_disagree"=>8, "dont_know"=>8} UNLOCK Figures based on 25 responses up to 01-05-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>63, "agree"=>25, "disagree"=>7, "strongly_disagree"=>4, "dont_know"=>1} UNLOCK Figures based on 139 responses up to 01-05-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>59, "agree"=>32, "disagree"=>6, "strongly_disagree"=>4, "dont_know"=>0} UNLOCK Figures based on 139 responses up to 01-05-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>57, "agree"=>32, "disagree"=>9, "strongly_disagree"=>1, "dont_know"=>1} UNLOCK Figures based on 139 responses up to 01-05-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>56, "agree"=>37, "disagree"=>6, "strongly_disagree"=>1, "dont_know"=>0} UNLOCK Figures based on 139 responses up to 01-05-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>66, "agree"=>32, "disagree"=>1, "strongly_disagree"=>0, "dont_know"=>1} UNLOCK Figures based on 139 responses up to 01-05-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>57, "agree"=>29, "disagree"=>9, "strongly_disagree"=>3, "dont_know"=>3} UNLOCK Figures based on 139 responses up to 01-05-2023
Yes No {"yes"=>87, "no"=>13} UNLOCK Figures based on 139 responses up to 01-05-2023

Responses taken from Ofsted Parent View

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