The Catholic High School, Chester
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

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) 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

Old Wrexham Road
Old Wrexham Road
Handbridge, Chester

School Description

You and your leadership team have maintained the good quality of education provided by the school since the last inspection. You have established clearly defined values and beliefs across the school. Effective monitoring across the school has ensured that you know the strengths and abilities of your staff. The leadership of teaching is good. Staff are appropriately supported with training that develops their teaching further. Consequently, staff in all specialisms are making steady improvements across all aspects of the school‟s work. Middle leaders in core subjects are rigorous and knowledgeable and this is securing strong achievement by pupils. Leaders echo your high aspirations for academic achievement. You have selected a skilled leadership team that embraces and advocates Catholic values and drives improvements across the school. Consequently, most of the areas for improvement identified at the previous inspection have been tackled effectively. The school has a distinct „family feel‟ that emphasises respect and compassion for all. Pupils are happy and loyal to their school and are encouraged to be intellectually curious and independent thinkers. Pupils are polite, welcoming to visitors and keen to discuss their work and experiences of learning. During break and lunchtime, they cooperate and clearly enjoy spending time together. Pupils who attended an interview with inspectors stated that behaviour is good in their lessons and that learning is rarely disrupted. You and your staff place an equal value on academic achievement and pupils‟ personal development, which sums up the raison d‟être of the school. All staff play a lead role in nurturing pupils‟ confidence, empathy and spiritual awareness. You expect all pupils to work hard, and aim high. You provide a supportive environment where everyone is encouraged to strive and achieve their potential. The majority of pupils display pride in their work and good attitudes to learning. The pupils talked fondly about the „academy awards‟ and the rich and diverse extra-curricular opportunities that are available across the school. The support for British values and the spiritual, moral, social and cultural understanding of pupils is strong. Safeguarding is effective. The school‟s arrangements for safeguarding are effective. Leadership of this area is strong and rooted in Christian values. For example, the recent non-curriculum day, „Love thy neighbour, love thy self‟, allowed pupils to learn about keeping safe. You have also established strong systems to make sure staff and visitors are vetted to be able to work with pupils. There is a clear focus on keeping pupils safe; procedures are fully in place with leaders and governors fulfilling their statutory duties effectively. Your staff engage effectively and appropriately with parents, carers and other stakeholders to make sure that pupils are supported and safe. For example, pastoral leaders, the nurse and the welfare officer meet and share information regularly as a working focus group. This has ensured that „no stone goes unturned‟ in supporting individual pupils. You recognise the importance of safeguarding and have ensured that all staff receive a wide range of training on potential areas of risk for young people. Staff have keenly engaged in „Prevent‟ training to help them to identify pupils who may be at risk of being radicalised. Staff are also well informed about current national safeguarding issues; they have received training about their responsibilities with regard to female genital mutilation and child sexual exploitation. Inspection findings  Overall achievement in English and mathematics at GCSE is consistently strong and above national averages. Pupils‟ attainment in a wide range of subjects is above national averages.  Leaders have taken effective action to narrow the gaps between the achievement of pupils who are disadvantaged and other pupils in the school and nationally. Information you provided about pupils currently in the school shows that these gaps are continuing to close. The gap in English is closing more rapidly than in mathematics.  The most-able pupils benefit from the culture of high expectations and improved teaching; they make excellent progress. The proportions of pupils who gain the higher A* and A grades remain consistently high in a number of subjects such as: geography, food technology, religious studies, physics, mathematics and physical education.  Current progress measures across all year groups and across a range of subjects show that pupils make good progress. 2  The progress of pupils who have special educational needs or disability is around the national average. These pupils are well cared for and receive consistent, effective support that helps them to achieve. The Autistic Resource Unit is particularly effective as a beacon of inclusivity. Pupils who access the unit are carefully tracked and sensitively supported. Consequently they make great strides in progress both academically and socially.  Governors are very well informed about pupils‟ achievement and the quality of teaching within the school. They have established well-organised committees, well matched to governors‟ strengths. These committees are used as appropriate platforms for leaders to communicate a great deal of high-quality information. However, governors have not checked that the school complies with government requirements regarding information that should be published on its website.  Leaders have ensured that robust and accurate systems are in place to track and monitor pupils‟ performance at Key Stage 4. Leaders across the school identify pupils who need further help and support and evaluate the effectiveness of their actions in improving pupils‟ outcomes. Governors receive accurate information regarding pupils‟ and learners‟ performance in Key Stage 4 and the sixth form. They ask astute questions and support and challenge leaders well. They „shine a light on‟ any underperformance and insist on improvements that will continue to move the school forward. However, governors are not always able to challenge leaders on the performance of pupils at Key Stage 3 as robustly. This is because leaders‟ systems to track and monitor pupils‟ performance at Key Stage 3 are not sharply focused; nor is information presented to governors as frequently and in as much detail as Key Stage 4.  Parents speak warmly about the school and the efforts of teachers and leaders to ensure that their children thrive and achieve. Some parents eloquently commented on the online questionnaire (Parent View): „The school works hard to follow its motto of “Christo Fidelis” and instils in the students an awareness of social responsibility … pupils leave [as] caring and good citizens‟ and „I feel the school works hard to help provide my children with a balanced preparation for life and tolerance and understanding of the wide world of faiths, beliefs and life choices.‟  Staff care about the school and understand the culture and ethos that underpins learning. A comment by a member of staff on the online survey conducted by inspectors typified the views of many: „There is a family feel to the school. Staff and students respect each other and work hard to care for those less fortunate than themselves. The Catholic ethos is evident in everyday life at the school.‟  Pupils‟ behaviour and attitudes to their learning are good. Teachers uphold the behaviour policy and this promotes an environment where pupils can enjoy learning. Consequently the rate of exclusion of pupils has fallen and attendance has improved since the last inspection. While attendance has improved for those pupils entitled to pupil premium funding and those who 3     have special educational needs or disability, it is still slightly below national averages. Leaders remain focused on improving attendance still further across the school and use a wide variety of strategies to promote the importance of attendance among pupils. However, the systems to track attendance are not always sharply focused on specific cohorts of pupils. Consequently, actions to address specific cohorts of pupils do not always have a strong impact. Pupils‟ attendance targets are not highly aspirational. Standards in mathematics are strong within the school because of incisive leadership and new curriculum developments. Problem solving and mathematical reasoning is woven into the curriculum. Pupils undergo frequent assessments to allow teachers to gauge their understanding and correct misconceptions. Pupils‟ engagement in mathematics has improved and as a result a larger number of pupils are now taking further mathematics at GCSE and continuing on to A-level mathematics. Standards in English are very strong within the school because of the exemplary leadership of English. The curriculum is well structured to ensure pupils develop strength in their writing and understanding. English teachers have high expectations and ignite an interest and love for learning: consequently progress and attainment is well above national average. Teachers have secure subject knowledge and plan well-structured lessons that cater for all pupils. Teachers and support staff know their pupils well and anticipate their needs so that barriers to learning are removed.

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