Holy Spirit Catholic and Church of England Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
204
AGES
2 - 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, ONS
0151 606 2000

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
(28/11/2023)
Full Report - All Reports
43%
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)
Gardenside
Leasowe
Wirral
CH46 2RP
01516385180

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. The school’s Christian values permeate its work. Within the school’s motto, references to ‘loving gently’ and ‘acting justly’ are unmistakable features of the school’s ethos. Each day starts with you warmly greeting pupils and their parents and carers as they arrive. The culture of care, respect and high standards of behaviour that you and staff have established ensures that pupils feel safe, secure and loved. You lead by example and your staff are proud to be part of your team. You have been a senior leader of the school for some time and headteacher for just over two years. You and your deputy headteacher work well as a team. Together you are improving the school’s provision and pupils’ achievements. In your first year as headteacher, the long-term cycle of low attainment at the end of key stage 1 was broken. Year 2 pupils’ standards in reading, writing and mathematics improved considerably and were close to the national average in 2016. This improvement was maintained in 2017. Test results at the end of key stage 2 also improved in your first year as headteacher. In the 2016 national tests and assessments, Year 6 pupils’ standards in reading, writing and mathematics were at least in line with those of pupils nationally, and progress was in the top 20% of schools. The 2017 tests and assessments showed that despite a dip in standards, pupils still made good progress. Within this positive picture of improvement, in both years and at both key stages, achievement in mathematics has been weaker than in reading. You are ensuring that mathematics is receiving specific attention as part of the school’s current improvement priorities. You are committed to improving the achievement of disadvantaged pupils, who are the largest pupil group in the school. In particular, you want to ensure that this group of pupils are not held back by weak literacy and numeracy skills when they move on to secondary school. You maintain a resolute focus on the teaching of reading, writing and mathematics. You and other leaders make frequent, rigorous checks on how well teaching in these core subjects meets your high expectations and enables disadvantaged pupils and other groups of pupils, including the most able, to make good progress. You and the deputy headteacher also regularly analyse teachers’ assessments of pupils’ learning. You use this information to discuss pupils’ achievements with teachers and to check that all groups of pupils are making the progress you expect. Where this is not the case, additional support is provided to help pupils catch up. In all of these checks, you and other leaders are mindful of the previous inspection’s recommendation about challenging the most able pupils. Inspection evidence confirms that this has been addressed effectively, although this is not yet fully reflected in published assessment results. The thorough monitoring processes that you have established enable you to be clear about the quality of teaching and learning and make accurate evaluations of the school’s effectiveness. While a current priority is to ensure that all teaching is at least good, this is mainly to build on the strengths in teaching that you have identified, rather than to address any specific weaknesses. Currently you are focused on ensuring that more pupils, particularly those who are disadvantaged, are adequately prepared for secondary school when they leave Year 6. This is appropriate, especially in mathematics where standards are less robust. You recognise that by the end of Year 2 and Year 6, not enough pupils are attaining the higher standards in mathematics, and by the end of Year 6, not enough disadvantaged pupils are attaining the expected standard in this subject. The school’s aim to recognise each child’s talents and qualities so that all reach their potential is driving current work to improve the curriculum. Your ambitious plan includes increased opportunities for pupils to learn outdoors and extending the range of educational visits to widen pupils’ horizons. You have been innovative in employing subject specialists to teach science, art and design, and physical education. As a result, pupils’ skills in these subjects are very well developed. Throughout the school, the art work on display is of an exceptional standard and pupils are rightly proud of their accomplishments. In science, pupils have many opportunities to undertake practical investigations that develop their knowledge and understanding of scientific ideas and vocabulary. Your employment of specialist teachers has also helped to reduce the workload of your own staff, because the specialist teachers plan lessons and assess pupils’ achievements. You are careful, however, to ensure that your staff have scheduled opportunities to work alongside these specialists. Not only does this support your own staff’s professional development, it also ensures that they do not become deskilled in teaching these subjects. The focus this year is on extending the breadth and depth of pupils’ learning in history, geography, music and Spanish.

Holy Spirit Catholic and Church of England Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>81, "agree"=>19, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 32 responses up to 28-11-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>84, "agree"=>16, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 32 responses up to 28-11-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>88, "agree"=>13, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 32 responses up to 28-11-2023
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>78, "strongly_agree"=>16, "agree"=>0, "disagree"=>0, "strongly_disagree"=>3, "dont_know"=>3} UNLOCK Figures based on 32 responses up to 28-11-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>59, "agree"=>31, "disagree"=>9, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 32 responses up to 28-11-2023
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>31, "strongly_agree"=>50, "agree"=>19, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 32 responses up to 28-11-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>83, "agree"=>8, "disagree"=>8, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 12 responses up to 28-11-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>69, "agree"=>22, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>9} UNLOCK Figures based on 32 responses up to 28-11-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>78, "agree"=>19, "disagree"=>3, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 32 responses up to 28-11-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>72, "agree"=>28, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 32 responses up to 28-11-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>72, "agree"=>28, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 32 responses up to 28-11-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>63, "agree"=>22, "disagree"=>3, "strongly_disagree"=>0, "dont_know"=>13} UNLOCK Figures based on 32 responses up to 28-11-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>75, "agree"=>19, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>6} UNLOCK Figures based on 32 responses up to 28-11-2023
Yes No {"yes"=>100, "no"=>0} UNLOCK Figures based on 32 responses up to 28-11-2023

Responses taken from Ofsted Parent View

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