School of Christ The King Catholic Primary
Catchment Area, Reviews and Key Information

Primary
PUPILS
217
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, ONS
0117 903 7694

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
(19/07/2018)
Full Report - All Reports
41%
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)
Hartcliffe Road
Filwood Park
Bristol
BS4 1HD
01179664844

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You lead the school with determination and passion and are held in high regard by staff and parents. Since you joined the school two years ago, you have built highly effective teams, including a talented group of senior leaders. They share your commitment to ensure that the school provides the very best for all pupils. You have set the school on an ambitious path of improvement. Pupils’ progress has improved significantly in reading, writing and especially in mathematics in recent years. In 2017, the progress made by pupils in mathematics in Year 6 was in the top 12% of schools nationally. The high proportion of disadvantaged pupils at the school now make better progress than their peers. Despite the strong gains of recent years, you show no signs of complacency. You and your governors have a very good understanding of what the school does well, and what it needs to do to improve. For instance, you are acutely aware that although pupils’ progress has improved, too few pupils are reaching the higher standards in reading and writing in key stage 2 or working at greater depth at key stage 1. Providing greater challenge for all pupils has been the thrust of your work with leaders over the last year, and this is now starting to pay dividends, although there is much still to do. Governors are highly ambitious for the school. There is a positive, professional relationship between governors and staff. Governors provide the right balance of support and challenge to leaders. They understand the importance of holding leaders to account and are very well informed about how well the school is doing. The School of Christ The King is a welcoming, caring school. Staff make every effort to ensure that any obstacles to learning that are placed in the way of its pupils are overcome. There is a very positive atmosphere in classrooms and teachers have high expectations of pupils. You reach out to your local community in a very real way. Parents speak highly of the school, with one parent echoing the views of many when saying: ‘I couldn’t wish for a better school for my children. All of them love coming to school here, all [are] doing brilliantly academically and should any worries or concerns arise they are always dealt with amazingly well.’ At the last inspection, you were asked to improve the effectiveness of your middle leaders. You have built an enthusiastic and dedicated team of subject leaders. They are champions of their subjects, and are diligent and eager in their sharing of good practice with other staff. They check pupils’ attainment and progress collaboratively and effectively and have played a major role in helping the school improve. Safeguarding is effective. You and your staff are vigilant in ensuring that pupils are kept safe and protected. All pupils, but especially those who are vulnerable or at risk, are kept safe and out of harm as a result of strong pastoral and multi-agency work. The deployment of key personnel, especially the very effective learning mentor, provides effective support to pupils. They make prompt referrals of any concerns, reliably using the school’s well-established reporting systems and their comprehensive knowledge of their local community. Leaders ensure that all safeguarding arrangements are fit for purpose and that effective action is taken to safeguard pupils. Training is up to date, records are meticulously maintained and the pre-employment checks on teachers and other staff are thorough. You have made sure that pupils have access to a wealth of curriculum, pastoral and online guidance that ensures that they know how to keep themselves safe. You review the needs of your vulnerable pupils daily. Staff use the full range of information available to them to focus on pupils with the most need, including those at risk of low attendance. Inspection findings The first line of enquiry considered how well leaders are improving pupils’ overall attendance and reducing the number of pupils who are persistently absent. Attendance has been below the national average and persistent absence has been high for a number of years. You have tackled this problem of weak attendance with energy, imagination and, in the last 12 months, increasing success. Your highly effective inclusion manager and your learning mentor have reached out to parents of pupils who have weak attendance in an empathetic, yet uncompromising way. They have used a wide range of strategies to make sure that such pupils attend school regularly. Persistent absence has been substantially reduced and overall attendance has improved. Leaders have a good knowledge and understanding of the circumstances of each of the persistent absentees and do all they can to ensure that the progress of pupils is not held back by poor attendance. However, you recognise that more remains to be done to improve the regularity with which these pupils attend school. In 2017, the progress pupils made in their reading and writing was similar to that seen nationally, while their progress in mathematics was above that in most other schools. Pupils’ attainment in reading and writing at the end of Year 6 was just below average, but the proportion working at the higher standard was much lower than that seen nationally. Similarly, the number of pupils in Year 2 who worked at greater depth in reading and writing was also below national figures. The key reason for pupils’ slower progress in writing is linked to some weaknesses in their reading skills, which emerge from a paucity of language skills and a weak vocabulary. Over the last year you have introduced a range of strategies to raise teachers’ expectations and improve challenge in writing. You have provided stimulating experiences to boost pupils’ writing skills, such as the recent Year 5 trip to The Malverns, which one pupil said was the ‘best experience of my life’. The inspector saw pupils eagerly engaged in their first drafts of recording this visit using vibrant and well-chosen vocabulary. The number and range of fiction and non-fiction books available to pupils in class has greatly increased. Pupils are now developing habits of becoming regular and enthusiastic readers. Pupils readily answered literal questions when asked about their reading, but found questions on interpretation difficult, reflecting their weaker comprehensions skills. You are making sure that there is a consistent approach to reading and writing across all classes. Our scrutiny of pupils’ writing showed that pupils are developing a secure understanding of grammar and increasing fluency in their writing. Pupils are improving their spelling and the most able pupils can spell difficult words that allow them to write expressively. Pupils’ workbooks show a steady improvement in their handwriting. Throughout the last year, pupils are becoming increasingly proficient at writing for a variety of audiences and in various styles by using grammatical constructions closely linked to their age. Our examination of pupils’ work and your school records confirm that progress in writing and reading is improving and more pupils are working at the standards expected for their age. However, not enough pupils are reaching the higher standards in reading and writing by becoming better able to comprehend what they read and to write fluently at length across a range of topics and styles. The third line of enquiry assessed how well leaders are developing the wider curriculum so that it provides sufficient stimulation and challenge for pupils.

School of Christ The King Catholic Primary Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>83, "agree"=>17, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 23 responses up to 19-07-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>87, "agree"=>13, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 23 responses up to 19-07-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>87, "agree"=>9, "disagree"=>4, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 23 responses up to 19-07-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>78, "agree"=>22, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 23 responses up to 19-07-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>83, "agree"=>17, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 23 responses up to 19-07-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>65, "agree"=>30, "disagree"=>4, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 23 responses up to 19-07-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>74, "agree"=>22, "disagree"=>4, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 23 responses up to 19-07-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>65, "agree"=>13, "disagree"=>4, "strongly_disagree"=>0, "dont_know"=>17} UNLOCK Figures based on 23 responses up to 19-07-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>83, "agree"=>17, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 23 responses up to 19-07-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>78, "agree"=>17, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>4} UNLOCK Figures based on 23 responses up to 19-07-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>74, "agree"=>22, "disagree"=>4, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 23 responses up to 19-07-2018
Yes No {"yes"=>100, "no"=>0} UNLOCK Figures based on 23 responses up to 19-07-2018

Responses taken from Ofsted Parent View

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