St Joseph's Catholic Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
627
AGES
4 - 11
GENDER
Mixed
TYPE
Voluntary aided school
SCHOOL GUIDE RATING
Not Rated

This school was closed.

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
0300 200 1004

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
(08/02/2023)
Full Report - All Reports
66%
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)
155 Aldershot Road
Guildford
GU2 8YH
01483888401

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You, your staff and governors have a clear vision for the school that promotes the achievement of every pupil within a caring community based on Christian values. This strong sense of community permeates the school, providing care and support for pupils, their families and staff. You also have high expectations for the pupils. Pupils learn in a happy, calm, orderly environment. During our visits to classrooms, the atmosphere was purposeful, with pupils working diligently and cooperating well. Pupils told inspectors how much they enjoy school. Responses to Ofsted’s online parent and staff questionnaires are overwhelmingly positive. Virtually all parents would recommend the school and appreciate the teaching and support their children receive. One parent spoke for many when they said, ‘a great school that is teaching my child to learn, as well as grow as an individual’. Many parents commented on how approachable staff are, on pupils’ good manners and on how well pupils are prepared for secondary school. The school has been through a period of change in leadership since the previous inspection in May 2013. The headteacher at the time of the last inspection retired at the end of August 2015. The headteacher who followed remained in post for two years. In September, you stepped up from your long-standing deputy headteacher role to lead as head of school, overseen by a part-time executive headteacher. Ably supported by your new deputy headteacher, you have achieved a smooth transition to the new leadership structure, which has rapidly earned the respect and confidence of the whole school community. You are using the school’s quest to achieve the UNICEF ‘Rights Respecting Schools Award’ to establish your vision for the school as a safe and inspiring place to learn, where children are respected and able to thrive. This project aligns closely with the school’s Christian values. Other changes to leadership include a new chair and vice-chair of governors, which has given fresh impetus to the impact of governance. Skilled governors make regular visits to check the work of the school. They are well aware of the school’s strengths and of those aspects which could be even better. Governors are ambitious and have high expectations for the new senior leadership team. Self-evaluation is accurate and the school’s development plan concentrates on the right priorities to secure further improvement. In 2016, the proportions of pupils attaining the expected standard at the end of key stage 2 in reading, writing and mathematics were above national levels. However, pupils’ progress in reading and mathematics at the end of key stage 2 was in line with the national average and progress in writing was below the national average. A couple of years ago, leaders decided to change the way mathematics was taught. The subject leader introduced a new approach, designed to provide greater challenge and promote deeper thinking. The 2017 provisional results at the end of key stage 2 show that attainment in mathematics, at both the expected and higher standard, rose and pupils’ progress was above the national average. Achievement in reading has also improved, with pupils’ progress and attainment, at both expected and higher standards, being well above the national average. These improved results show the positive impact of better teaching. You rightly identified that pupils’ achievement in writing is not as strong as their achievement in reading and mathematics. You have established a new leadership team for English, to drive the necessary improvements in writing. They quickly identified the required changes to the curriculum and teaching to secure rapid improvement. More engaging texts have been introduced and teachers’ expectations of pupils’ writing raised. Staff training and development are well underway and appropriately ambitious targets for pupils’ outcomes have been set. Work in pupils’ books shows positive signs of improvement, but the full impact is not yet evident. Previous leaders were slower in establishing the new national curriculum and an effective assessment system in key stage 1. As a result, although a higher proportion of children than the national average achieve a good level of development by the end of the Reception Year, the outcomes of these pupils at the end of Year 2 have been broadly in line with the national average for the last two years. New leaders, who are focusing on key stage 1, show a sound understanding of what needs to be done to improve pupils’ progress through the key stage. Teaching, particularly in Year 1, is not moving pupils on to more demanding work quickly enough.

St Joseph's Catholic Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>67, "agree"=>30, "disagree"=>1, "strongly_disagree"=>2, "dont_know"=>0} UNLOCK Figures based on 202 responses up to 10-02-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>70, "agree"=>23, "disagree"=>3, "strongly_disagree"=>2, "dont_know"=>1} UNLOCK Figures based on 202 responses up to 10-02-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>65, "agree"=>29, "disagree"=>3, "strongly_disagree"=>3, "dont_know"=>0} UNLOCK Figures based on 202 responses up to 10-02-2023
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>66, "strongly_agree"=>13, "agree"=>9, "disagree"=>5, "strongly_disagree"=>1, "dont_know"=>5} UNLOCK Figures based on 202 responses up to 10-02-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>65, "agree"=>30, "disagree"=>3, "strongly_disagree"=>2, "dont_know"=>0} UNLOCK Figures based on 202 responses up to 10-02-2023
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>31, "strongly_agree"=>45, "agree"=>17, "disagree"=>5, "strongly_disagree"=>1, "dont_know"=>1} UNLOCK Figures based on 202 responses up to 10-02-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>46, "agree"=>32, "disagree"=>11, "strongly_disagree"=>7, "dont_know"=>4} UNLOCK Figures based on 28 responses up to 10-02-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>56, "agree"=>36, "disagree"=>3, "strongly_disagree"=>0, "dont_know"=>4} UNLOCK Figures based on 202 responses up to 10-02-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>64, "agree"=>32, "disagree"=>2, "strongly_disagree"=>1, "dont_know"=>0} UNLOCK Figures based on 202 responses up to 10-02-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>61, "agree"=>34, "disagree"=>4, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 202 responses up to 10-02-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>65, "agree"=>32, "disagree"=>1, "strongly_disagree"=>1, "dont_know"=>1} UNLOCK Figures based on 202 responses up to 10-02-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>65, "agree"=>31, "disagree"=>3, "strongly_disagree"=>0, "dont_know"=>1} UNLOCK Figures based on 202 responses up to 10-02-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>56, "agree"=>33, "disagree"=>4, "strongly_disagree"=>1, "dont_know"=>4} UNLOCK Figures based on 202 responses up to 10-02-2023
Yes No {"yes"=>96, "no"=>4} UNLOCK Figures based on 202 responses up to 10-02-2023

Responses taken from Ofsted Parent View

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