St Alban's Catholic Voluntary Academy
Catchment Area, Reviews and Key Information

Primary
PUPILS
348
AGES
3 - 11
GENDER
Mixed
TYPE
Academy converter
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
01332 642729

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
(28/03/2023)
Full Report - All Reports
71%
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)
Newstead Avenue
Chaddesden
Derby
DE21 6NU
01332673823

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. Following your appointment as headteacher in September 2016, you have worked closely with your two deputy headteachers to raise expectations and aspirations among staff, pupils, parents and carers, and governors. Your school has a strong sense of community. Everybody that I spoke with during the inspection is proud to be a part of your school ‘family’. The school’s values and inclusive culture ensure that your staff encourage every child to flourish. An overwhelming majority of the pupils enjoy school. All staff who responded to their survey feel motivated and supported. Parents who I spoke with think very highly of the school and value being able to talk so easily to its leaders. Of the many parents who responded to their survey, 99% said that they would recommend the school. One parent simply said that the school is ‘brilliant’. You and senior leaders know the school’s many strengths, as well as those areas that still need improving. You have taken decisive actions to ensure that the overall outcomes for pupils are consistently good. These actions have had a positive impact, particularly more recently on outcomes in mathematics. You have developed new leadership roles to share teaching and learning responsibilities among your staff. The early years leader now oversees the Nursery and Reception classes. Relationships between the adults and children are positive. Children are enthusiastic about learning phonics. Teachers and teaching assistants work well together to develop children’s knowledge of letters and sounds. Adults reinforce children’s learning through engaging activities. For example, when learning about the letter ‘W’, outdoor activities allow children to practise forming and writing the letter with twigs and chalk. Children’s books show that they are making good progress, moving quickly from simple mark-making to writing individual letters and words. Teachers use an online journal so that parents know how well their children are progressing. Children are prepared well for Year 1. Pupils take pride in their work. A focus by teachers on pupils’ handwriting and presentation skills in all lessons is having a positive impact on their writing outcomes. We agreed that improving pupils’ achievements in writing should have taken place more quickly after the last inspection, particularly in key stage 1. Middle leaders have now developed a more consistent approach to teaching writing in all lessons. Teachers use information about pupils’ progress to ensure that learning is matched more closely to pupils’ needs and abilities. In a Year 4 English lesson, I saw the most able pupils taking responsibility for improving their writing. These pupils used the ‘grammar garden’ and the writing skills displayed in all classrooms to improve their work. I also watched Year 6 pupils offering perceptive responses to questions asked by the teacher, before completing a writing task. Year 6 pupils who I spoke with said that they feel challenged in their learning. Teachers provide focused feedback on how pupils can improve their written work. In examples of books from key stages 1 and 2, pupils respond to this advice, and the depth of their writing is improving. Pupils are courteous and respectful towards others, and their behaviour in class is exemplary. They are enthusiastic about their school and feel that they have adults they can talk to. Pupils know that adults value their opinions. For example, pupils worked with teachers to agree the ‘golden skills’. Leaders use these skills each week to celebrate individual pupils’ successes. Pupils like opportunities to take on leadership roles. They also enjoy the wide range of extra-curricular activities available to them. Pupils’ positive attitudes to learning and each other reflect the school’s values. In your care, the pupils thrive. The governors understand their role and carry it out very well, striking the right balance between challenge and support. They are ambitious for the school and have a broad range of skills. They have a good understanding of the school’s strengths and understand how well it is performing. The chair of the governing body visits the school often to see the work that leaders are doing. Other governors meet with subject leaders regularly to support their work. However, the governing body does not hold you to account well enough for the allocation and monitoring of the pupil premium funding. Too few disadvantaged pupils are achieving the expected standard in reading, writing and mathematics by the end of key stage 2. Disadvantaged pupils do not attend as well as other pupils.

St Alban's Catholic Voluntary Academy Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>80, "agree"=>20, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 71 responses up to 29-03-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>82, "agree"=>17, "disagree"=>1, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 71 responses up to 29-03-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>73, "agree"=>25, "disagree"=>0, "strongly_disagree"=>1, "dont_know"=>0} UNLOCK Figures based on 71 responses up to 29-03-2023
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>75, "strongly_agree"=>10, "agree"=>8, "disagree"=>4, "strongly_disagree"=>1, "dont_know"=>1} UNLOCK Figures based on 71 responses up to 29-03-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>46, "agree"=>41, "disagree"=>11, "strongly_disagree"=>1, "dont_know"=>0} UNLOCK Figures based on 71 responses up to 29-03-2023
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>28, "strongly_agree"=>48, "agree"=>20, "disagree"=>4, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 71 responses up to 29-03-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>60, "agree"=>30, "disagree"=>10, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 10 responses up to 29-03-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>66, "agree"=>30, "disagree"=>1, "strongly_disagree"=>0, "dont_know"=>3} UNLOCK Figures based on 71 responses up to 29-03-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>75, "agree"=>24, "disagree"=>1, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 71 responses up to 29-03-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>62, "agree"=>30, "disagree"=>7, "strongly_disagree"=>1, "dont_know"=>0} UNLOCK Figures based on 71 responses up to 29-03-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>65, "agree"=>30, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>6} UNLOCK Figures based on 71 responses up to 29-03-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>58, "agree"=>32, "disagree"=>4, "strongly_disagree"=>1, "dont_know"=>4} UNLOCK Figures based on 71 responses up to 29-03-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>61, "agree"=>37, "disagree"=>3, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 71 responses up to 29-03-2023
Yes No {"yes"=>99, "no"=>1} UNLOCK Figures based on 71 responses up to 29-03-2023

Responses taken from Ofsted Parent View

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