The Rosary Catholic Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
418
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
020 8583 2721

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
(26/6/18)
Full Report - All Reports
78%
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

10 The Green
Heston
Hounslow
TW5 0RL
02085704942

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You and your leaders show determination and drive with the aim to ensure that all pupils achieve their best. Teachers and leaders know their pupils well. This is reflected in the sharp, strategic planning by leaders and in the effectiveness of teaching, both of which have led to improvements on the areas identified in the last inspection report. Leaders now routinely check pupils’ work and review how well pupils know how to improve their work. Middle and senior leaders work well together and have improved ways of checking teaching and learning. There is now a systematic approach to tracking progress which provides consistency across the school. There has been good improvement in attendance since the last inspection and this is now in line with the national average. You and you team have set out a clear vision for the school which is focused on improving teaching and learning. Staff appreciate your strong leadership. The focus on ‘learning together’ permeates the school and is supported by governors. Pupils told me that they value their teachers and the way they help and care for them. Parents and carers typically told me that their children benefit from strong teaching and that the school is a caring environment. The school community is warm and friendly and underpinned by respect for one other. Throughout the day, I saw pupils learning and playing happily together. From my discussions with pupils, staff, parents and governors, it was clear that the whole school community shares the school’s values of, ‘aspire, believe, achieve: together in Christ’ and they are very much part of a child’s experience in your school. We agreed that there have been improvements this year in pupils’ progress in reading at key stage 2; however, there is still work to do. Safeguarding is effective. Leaders, including governors, set the highest standards for making sure that pupils in their care are safe and that this is a responsibility shared by all staff. The staff were very clear about their responsibilities for safeguarding pupils and ensuring their well-being. They showed that this is practised on a daily basis. The leadership team has ensured that all safeguarding arrangements are fit for purpose. The recruitment of staff is systematic and thorough, and meets requirements. Leaders have established a clear process for inducting new members of staff into the school’s safeguarding procedures. Governors and staff attend training regularly, which most recently has included the ‘Prevent’ duty. Safeguarding leaders follow up concerns about pupils in a timely fashion. They work effectively with external agencies to support vulnerable pupils and their families. The pupils told me that they feel safe in school. They particularly talked about their teachers and support staff being very caring and helping them. Pupils are also confident about keeping themselves safe. Many parents said that their children are very happy at school. Inspection findings We agreed three key lines of enquiry. First, to look at the quality of teaching of writing and mathematics in key stage 1, and, in particular, how disadvantaged pupils are supported to develop their skills. This is because in 2017 the proportions of disadvantaged pupils attaining the expected standard and at greater depth were below those seen nationally. I visited Year 1 classes with you and your senior leader. We agreed that pupils in key stage 1 make good progress in their writing over time. In books, we saw evidence of pupils, including the disadvantaged pupils, improving their work in response to the guidance from their teacher. Teachers help disadvantaged pupils in particular to improve their sentence construction and use of paragraphs and to make similar good progress as their peers. In pupils’ books, we saw how disadvantaged pupils have developed their writing well with a good proportion writing at greater depth. We visited key stage 1 mathematics classes. Pupils were working purposefully and enjoying their problem-solving activities. There is evidence in pupils’ books that confirms that pupils, including the disadvantaged, have made strong progress all year. Higher- and middle-ability pupils are set challenge activities but they mostly find these easy to complete. We agreed that teachers could set pupils work that is more difficult so that a higher proportion of pupils, including the disadvantaged, reach greater depth. The second line of enquiry focused on pupils in key stage 2, and their progress in reading. In the 2017 tests, pupils’ progress in reading overall was below that of pupils nationally. This was particularly the case for girls, disadvantaged pupils and those who have special educational needs (SEN) and/or disabilities.

The Rosary Catholic Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree 63% Agree 33% Disagree 2% Strongly Disagree 2% Don't Know 0% {"strongly_agree"=>63, "agree"=>33, "disagree"=>2, "strongly_disagree"=>2, "dont_know"=>0} Figures based on 57 responses up to 27-06-2018
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Figures based on 57 responses up to 27-06-2018

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Figures based on 57 responses up to 27-06-2018

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Figures based on 57 responses up to 27-06-2018

unlock

Figures based on 57 responses up to 27-06-2018

unlock

Figures based on 57 responses up to 27-06-2018

unlock

Figures based on 57 responses up to 27-06-2018

unlock

Figures based on 57 responses up to 27-06-2018

unlock

Figures based on 57 responses up to 27-06-2018

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Figures based on 57 responses up to 27-06-2018

unlock

Figures based on 57 responses up to 27-06-2018

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Figures based on 57 responses up to 27-06-2018

Responses taken from Ofsted Parent View

Your rating:
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