Newman Catholic College
Catchment Area, Reviews and Key Information

Secondary
Post 16
PUPILS
712
AGES
11 - 19
GENDER
Boys
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
020 8937 3110

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
(04/05/2022)
Full Report - All Reports
39%
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
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Harlesden Road
Brent
London
NW10 3RN
07407730929

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You, with the support of your senior leaders and governors, have made notable improvements to the quality of education provided to the young people in your care. Following the departure of the previous headteacher, the school went through a period of substantial upheaval. You inherited a serious budget deficit, falling rolls and a number of areas needing significant improvement. Your diligence, careful planning and financial austerity ensured that you tackled these issues swiftly and creatively. As a result, the school is now financially stable again, pupil numbers are rising and their outcomes are improving. You have created a multifaith community that promotes an ethos of tolerance and care among all children and staff within the parameters of a Catholic education. The ‘Newman Values’ permeate throughout the school and you have created a harmonious and diverse learning community that truly celebrates differences. You and your leaders have an accurate and impressive understanding of the cultural contexts of the pupils you serve and the actions required to meet their diverse needs. You know your school well and are clear what still needs to be done to ensure that all pupils make substantial progress from their different starting points. Pupils’ contexts are often very complex and they require multiple agency support in order to meet their needs and enable them to be active British citizens. Many pupils arrive on a weekly basis, with little or no spoken English, and need significant and intensive support in order to access the curriculum and society as a whole. Your excellent team of specialist staff ensure that you efficiently assess pupils on arrival and that subsequent interventions are swift and relevant. Consequently, these pupils very quickly learn to speak English and access the school curriculum. Many make substantial progress in a short space of time. Superb staff and pupil relationships across the school ensure that the atmosphere is calm and purposeful. Pupils socialise together across all year groups and are very proud of their school. They are routinely polite and courteous and show respect and understanding towards their differing cultures and faiths. Staff encourage pupils to celebrate their differences while learning how to be model citizens and thrive in modern Britain. Pupils enjoy coming to school and attend regularly. The school actively promotes and encourages healthy eating and lifestyles. Pupils’ spiritual, moral and social development is encouraged through activities such as the ‘sport and thought therapy’ programme and the wide variety of extra-curricular activities on offer. Girls in the sixth form integrate fully into the life of the whole school. Safeguarding is effective. Leaders and governors take their safeguarding responsibilities very seriously. Checks on the suitability of staff to work at the school are robust and in line with current government guidance. Referrals to outside agencies are timely and actions followed up systematically. Staff are well aware of the potential risks faced by pupils in the wider community, in particular, affiliation with gangs, antisocial behaviour, grooming and radicalisation. They are quick to note any signs of pupils’ involvement, are well trained and the school’s open culture encourages pupils to share concerns they may have. Staff know which pupils are more susceptible to involvement and explore topical issues during assemblies, form time, personal, social, health and economic education and religious education lessons. The safer schools officers have built positive relationships with the pupils and their families. Consequently, they help to create a safe and protective environment, both in school and as pupils make their way home. The school is relatively small and staff know the pupils very well. They know which pupils are at risk of neglect, those managing alone and those coming to terms with traumatic backgrounds. Staff carefully track the attendance of pupils and challenge parents should they take them out of school during term time. Bullying is rare, but when it does occur, pupils say that it is dealt with quickly and efficiently. Pupils learn how to use social media appropriately and how to avoid cyber bullying. Inspection findings Pupils arrive at and leave the school at different times throughout the school year. The majority arrive with little or no English speaking skills, some with no formal education prior to starting at Newman Catholic College and limited information regarding their prior ability. Consequently, leaders have rightly focused on ensuring that initial assessments are complemented by regular progress checks throughout the year. Middle and senior leaders use this information to check that pupils’ progress does not falter or stop. They meet regularly to check on the progress of individual pupils and implement extra support where necessary. Members of the governing body are experienced, supportive of the leadership team and suitably challenging. Their moral integrity and belief in the Catholic values underpins their belief in a fully inclusive school community. They do not shy away from their corporate responsibilities. Governors dealt swiftly with sensitive staffing issues and assiduous monitoring by the finance governor has ensured that the school’s financial deficit has now been resolved. They appointed you to the post of headteacher and believe that you have brought renewed rigour to the quality of teaching, learning and assessment at the school. Middle leaders are equally experienced and share the school’s vision and values. They have embraced recent changes and are keen to support their stable teams to deliver on the school’s priorities. Middle leaders carefully check the quality of teaching, learning and pupils’ outcomes in their subject areas. School leaders have rightly prioritised improving pupils’ literacy skills, particularly reading. A number of high-profile events are organised to encourage a love of reading and hone essential skills. The yearly ‘School Read’ involves all staff, governors and pupils in key stage 3. Everyone reads the same book at the same time and collective activities are organised across the curriculum to explore the themes, ideas and stories. Pupils spoke of their enthusiasm for this project, particularly as they get to keep the books. There is a range of intensive reading programmes to help those who struggle. The library is well resourced and very popular. Pupils who were listened to reading during the inspection did so confidently and fluently, even when encountering complex and unfamiliar words. Teachers use assessment information to plan effective activities that meet the very diverse learning needs of pupils. Those pupils who are new to speaking English integrate quickly into mainstream classes and all pupils are encouraged to talk in English for the majority of their time. Pupils grow in confidence and articulate their ideas before writing them down. Published outcomes data only gives an indication of the progress made by a very small cohort of pupils who arrived in Year 7 and stayed until Year 11. It does not provide the whole picture of the progress made by pupils across the school and in different subjects. Those who arrive later than Year 7 and are learning to speak English make very good progress from their different starting points. Equally, those who have special educational needs and/or disabilities including those with an education, health and care plan make very good progress. Leaders have identified that some groups of pupils are more at risk of underachievement than other groups at the school. These include Black Caribbean, some disadvantaged pupils and some of the most able. Currently, leaders are prioritising improving the progress of these groups of pupils. School leaders have brokered effective links with other schools, most notably with Cardinal Vaughan Memorial School. Together, the two schools share best practice, monitor the quality of each other’s provision and undertake regular checks on teachers’ assessment of pupils. This mutually beneficial partnership also allows for joint endeavours, for instance, opportunities for the most able pupils from each school to collaborate on projects such as drama productions.

Newman Catholic College Parent Reviews



Average Parent Rating

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“Outstanding pastoral care”

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"> My son has spent 5 very happy years in this school after spending 8 years in private primary schools. The pastoral care is outstanding which I suspect is why the happiness rating is high.The school is very quick to resolve issues of behaviour and poor attendance. Parents are constantly informed of progress and welfare and the school structure is very similar to that of independent schools .The children are placed in small class groups/houses according to their abilities with one form tutor looking after them for the whole time they are in the school.For my son it has been like being in private school without the fees!
unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>45, "agree"=>49, "disagree"=>1, "strongly_disagree"=>2, "dont_know"=>3} UNLOCK Figures based on 168 responses up to 21-03-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>36, "agree"=>57, "disagree"=>4, "strongly_disagree"=>1, "dont_know"=>3} UNLOCK Figures based on 168 responses up to 21-03-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>39, "agree"=>50, "disagree"=>6, "strongly_disagree"=>2, "dont_know"=>3} UNLOCK Figures based on 168 responses up to 21-03-2024
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>51, "strongly_agree"=>9, "agree"=>18, "disagree"=>7, "strongly_disagree"=>2, "dont_know"=>13} UNLOCK Figures based on 168 responses up to 21-03-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>52, "agree"=>42, "disagree"=>3, "strongly_disagree"=>1, "dont_know"=>2} UNLOCK Figures based on 168 responses up to 21-03-2024
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>37, "strongly_agree"=>25, "agree"=>28, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>8} UNLOCK Figures based on 168 responses up to 21-03-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>42, "agree"=>53, "disagree"=>5, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 19 responses up to 21-03-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>52, "agree"=>43, "disagree"=>2, "strongly_disagree"=>1, "dont_know"=>2} UNLOCK Figures based on 168 responses up to 21-03-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>52, "agree"=>45, "disagree"=>1, "strongly_disagree"=>2, "dont_know"=>1} UNLOCK Figures based on 168 responses up to 21-03-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>48, "agree"=>46, "disagree"=>2, "strongly_disagree"=>1, "dont_know"=>2} UNLOCK Figures based on 168 responses up to 21-03-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>40, "agree"=>57, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>1} UNLOCK Figures based on 168 responses up to 21-03-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>44, "agree"=>44, "disagree"=>5, "strongly_disagree"=>2, "dont_know"=>5} UNLOCK Figures based on 168 responses up to 21-03-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>45, "agree"=>43, "disagree"=>1, "strongly_disagree"=>1, "dont_know"=>10} UNLOCK Figures based on 168 responses up to 21-03-2024
Yes No {"yes"=>91, "no"=>9} UNLOCK Figures based on 168 responses up to 21-03-2024

Responses taken from Ofsted Parent View

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