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

Primary
PUPILS
207
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
0300 123 6707

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
(18/10/2022)
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)
Preston Road
Clayton Green
Chorley
PR6 7EB
01772335861

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You have led staff well since your appointment in January 2016, helping them to improve what they do so that pupils make better progress. You and your staff’s commitment to making sure pupils develop well personally as well as academically demonstrates your ambition to prepare pupils well for the future. Pupils are proud of their teachers and their school. Many told me that there are a lot of caring people in the school and always someone they can turn to. They described the staff as always positive and ready to help, especially if pupils are upset. They say that their teachers listen to them when they speak. St Bede’s is a happy school where pupils’ work, effort and behaviour are all celebrated in many ways, including in high-quality displays. Almost all parents agree that their children are happy at school, that they make good progress and that they behave well. Pupils behave well. They have a good understanding of British values and of other faiths. They are excited about the upcoming mock election, for which they are preparing manifestos and learning how democracy works. You ensure that they are prepared for life in modern Britain but their knowledge of other cultures in Britain and the wider world is relatively limited. You acknowledge that this is an area which you need to develop further and have arranged a cultural week after half term to begin the process. At the time of the previous inspection, leaders were asked to improve the quality of teaching and to be more rigorous when checking it. You quickly identified where you needed to make improvements. The actions you have taken have helped other leaders to understand and fulfil their roles better, as well as helping staff to improve their teaching and, consequently, pupils’ progress. There is a real feeling of teamwork in the school as staff work together to ensure that they understand the part each one of them plays in helping pupils to do well in Year 6. Your close working partnership with the Yarrow Teaching Alliance is benefiting everyone. Safeguarding is effective. Leaders and governors have ensured that secure safeguarding arrangements are in place and records are detailed and fit for purpose. Records show that any concerns, however minor, are logged and acted upon promptly and appropriately. A culture of vigilance exists throughout the school because you have ensured that safeguarding is a high priority for all staff. Policies and practices meet the latest statutory requirements and all training is up to date, including that for child protection, safer recruitment and first aid. Suitable risk assessments are carried out for all activities. You ensure that pupils receive and understand guidance on potential risks. Pupils know how to keep themselves safe in a range of situations, including when using the internet. You make sure that internet safety, including the use of mobile devices, is kept high on the school’s agenda. Pupils particularly praised the scheme that staff use to help them understand and deal with potential dangers. They understand how different aspects of safety are covered at different levels so they are suitable for each age group. Pupils say that they feel safe at school, and nearly all parents agree that their children are safe and well looked after. The many pupils to whom I spoke are adamant that there is no bullying, although there is sometimes some falling-out. They have a strong sense of right and wrong. Attendance is above the national average and punctuality is good. Staff are vigilant in completing registers in time and checking up on all absences. Inspection findings One of the key lines of enquiry to decide whether the school remained good focused on how successful you had been in raising standards in writing in key stage 2. Doing so had been identified as a priority at the previous inspection. In 2016, the test results had shown that boys and disadvantaged pupils had not done well. Your determination to improve writing, coupled with staff training and the appointment of an English specialist, have led to both groups making good progress this year. You have high expectations of staff and pupils and both are responding well to them. Pupils’ books showed me that the difference between boys and girls is diminishing fast and disadvantaged pupils are doing much better than last year. Some boys even said that writing is now their favourite subject. The improvements have been brought about by a range of actions, for example: using more challenging texts for all pupils; introducing more boy-friendly topics without putting girls off; and focusing on basic skills and applying them to all writing, including that done in subjects other than English. High-quality displays of writing provide good models and show the importance of skills like drafting and editing. Spelling, grammar and punctuation are mostly secure and pupils’ vocabulary has widened. The careful build-up of skills prior to doing a piece of extended writing is ensuring that pupils know what they need to do to write well. As you acknowledged, despite all the hard work, there are still too few pupils working at greater depth. Although there is much good writing, it is sometimes too controlled by the very process that has helped to improve it. Pupils who can write well do not have enough opportunities to write more freely, develop their own style and become real writers. Another line of enquiry was to look at how well children in the Reception class were doing and whether the decline in outcomes up to 2016 had been halted and whether any improvement is sustainable. Here, too, there were problems with writing and with boys’ achievement. You acted quickly to address them. The reorganisation of the Reception areas, indoors and out, with clear learning intentions for all activities, along with well-focused staff training, has brought about much improvement. Assessments made by staff were moderated externally the day before the inspection. They show that the proportion of children reaching a good level of development has risen and the gap between boys and girls is closing. The learning areas are rich in opportunities for children to learn to speak, listen, read and write, as well as to develop their mathematical learning. Writing is improving rapidly. A third line of enquiry was to look at whether phonics had improved and whether any improvement was sustainable. Pupils confidently recognise and say letters and sounds. They use their knowledge well when reading and to help them spell. While spelling is sometimes incorrect, it is often phonetically accurate. The strength of phonics knowledge coming through from Reception bodes well for the future. My final line of enquiry was to look at how well writing is promoted in different subjects, and how well skills in subjects other than English and mathematics were being taught and assessed. Writing is equally good in all subjects because staff have ensured that pupils remember to use their writing skills always. There are some examples of pupils beginning to write in their own styles in science, as they predict, investigate, draw conclusions and then consider whether their predictions were accurate. Subject leaders have made a good start on systems to help staff assess progression in skills accurately in all subjects. Using the statements from the national curriculum programmes of study, they have made sure that learning objectives focus on developing skills. For example, pupils undertake research in history using secondary sources and learn to separate fact from opinion.

St Bede's Catholic Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>62, "agree"=>28, "disagree"=>3, "strongly_disagree"=>8, "dont_know"=>0} UNLOCK Figures based on 39 responses up to 18-10-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>56, "agree"=>36, "disagree"=>3, "strongly_disagree"=>5, "dont_know"=>0} UNLOCK Figures based on 39 responses up to 18-10-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>41, "agree"=>41, "disagree"=>3, "strongly_disagree"=>13, "dont_know"=>3} UNLOCK Figures based on 39 responses up to 18-10-2022
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>62, "strongly_agree"=>8, "agree"=>8, "disagree"=>13, "strongly_disagree"=>5, "dont_know"=>5} UNLOCK Figures based on 39 responses up to 18-10-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>46, "agree"=>33, "disagree"=>13, "strongly_disagree"=>8, "dont_know"=>0} UNLOCK Figures based on 39 responses up to 18-10-2022
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>21, "strongly_agree"=>26, "agree"=>31, "disagree"=>10, "strongly_disagree"=>10, "dont_know"=>3} UNLOCK Figures based on 39 responses up to 18-10-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>29, "agree"=>14, "disagree"=>14, "strongly_disagree"=>43, "dont_know"=>0} UNLOCK Figures based on 10 responses up to 18-10-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>38, "agree"=>33, "disagree"=>15, "strongly_disagree"=>5, "dont_know"=>8} UNLOCK Figures based on 39 responses up to 18-10-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>49, "agree"=>33, "disagree"=>8, "strongly_disagree"=>8, "dont_know"=>3} UNLOCK Figures based on 39 responses up to 18-10-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>41, "agree"=>36, "disagree"=>13, "strongly_disagree"=>10, "dont_know"=>0} UNLOCK Figures based on 39 responses up to 18-10-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>51, "agree"=>38, "disagree"=>3, "strongly_disagree"=>3, "dont_know"=>5} UNLOCK Figures based on 39 responses up to 18-10-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>41, "agree"=>41, "disagree"=>18, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 39 responses up to 18-10-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>44, "agree"=>33, "disagree"=>13, "strongly_disagree"=>5, "dont_know"=>5} UNLOCK Figures based on 39 responses up to 18-10-2022
Yes No {"yes"=>82, "no"=>18} UNLOCK Figures based on 39 responses up to 18-10-2022

Responses taken from Ofsted Parent View

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