St Edward's RC School
Catchment Area, Reviews and Key Information

Primary
PUPILS
266
AGES
3 - 11
GENDER
Mixed
TYPE
Voluntary aided school
SCHOOL GUIDE RATING
Not Rated

This school was closed.

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
0161 770 3000

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
(26/03/2019)
Full Report - All Reports
59%
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)
Rowland Way
Lees
Oldham
OL4 3LQ
01616241377

School Description

The leadership team has maintained the good quality of education in the school since the previous inspection. You provide highly effective leadership and you have set a clear vision that has contributed to improving the school since the previous inspection. I was struck by the welcoming atmosphere of the school and the strong sense of care and nurture for all of your pupils. You, school leaders and governors are ambitious to achieve the best outcomes for every pupil. You know the school well. Your evaluation of the school is accurate, picking out the school’s many strengths while also identifying those areas that need further work. You have addressed the areas for improvement identified in the previous inspection report. At the previous inspection you were asked to ensure that pupils were always fully challenged. Regular checks by senior leaders have shown you that actions taken have made a positive difference to pupils’ learning. During my visits to classes, I observed that pupils had been given challenging tasks, well-matched to their needs. Teachers and teaching assistants were on hand to give guidance, support and further challenge. Pupils’ books demonstrate that they are provided with a range of demanding tasks and that they make good progress over time across a range of subjects. As a result, the quality of teaching has improved. At the previous inspection you were also asked to ensure that the good quality writing in pupils’ English books is replicated in other subjects. In order to develop writing across a wider range of subjects you have reorganised your curriculum. There are now well-planned opportunities provided for pupils to write at length in other subjects. Pupils’ books show good examples of writing in a range of subjects. For example, I read accounts of the Great Fire of London, part of a Year 2 history topic, where pupils drafted and edited their work to ensure it was of high quality. As a result of the actions you have taken, writing across a range of subjects has improved. You and your team have established a warm and supportive learning environment that is underpinned by the school’s clear Roman Catholic ethos. Staff, parents and carers have confidence and trust in the leadership of this school. Pupils are nurtured and encouraged to thrive. They develop as confident and successful learners who are keen to contribute to the school and wider community. Pupils learn to live out the school’s values of ‘love, learn, smile, believe’. Your staff team is committed to helping you to improve the school. They appreciate your support and feel that the school has continued to improve since the previous inspection. Members of staff are very positive about their work and staff morale is high. They appreciate the training and development opportunities that you provide, including the collaborative work with teachers in other schools. They say that it helps to develop them professionally. They also welcome the changes you have put in place which help them maintain a good work–life balance. Governors are ambitious for the school. They share your vision to provide a highquality education, firmly rooted in the school’s Christian values. Governors have a range of skills, which they keep up to date through regular training. They visit the school regularly and are involved in evaluating school improvements. Governors meet with subject leaders to discuss the work taking place in developing areas of the curriculum. They are keen for pupils’ progress to improve still further, including that of the most able pupils in mathematics. Pupils are polite and friendly. They show respect and get on well together. They have strong supportive relationships with teachers and teaching assistants. Their behaviour in class and around the school is consistently good, and this creates a calm and purposeful environment for learning. Pupils display positive attitudes to learning. These are evident from the enthusiasm shown by children in early years in their ‘fishing for numbers’ activity, to the children in key stage 2 using reasoning and problem-solving skills to calculate the values of unknown angles. Pupils were keen to tell me about all the things they like about life at St Edward’s. They spoke with enthusiasm about their topic work and their enjoyment of the wide range of extra-curricular activities and trips you provide for them. Pupils I spoke to understood the principles behind tolerance of other cultures and religions. They said what mattered was that everyone was treated with equal respect. They also understood the need for rules and laws to keep everyone safe. Pupils, however, showed less understanding of British values. They were unfamiliar with what the terminology, for example, ‘individual liberty’ or ‘democracy’ meant.

St Edward's RC School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>77, "agree"=>21, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>1} UNLOCK Figures based on 70 responses up to 26-03-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>76, "agree"=>20, "disagree"=>3, "strongly_disagree"=>0, "dont_know"=>1} UNLOCK Figures based on 70 responses up to 26-03-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>67, "agree"=>24, "disagree"=>7, "strongly_disagree"=>0, "dont_know"=>1} UNLOCK Figures based on 70 responses up to 26-03-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>69, "agree"=>27, "disagree"=>3, "strongly_disagree"=>0, "dont_know"=>1} UNLOCK Figures based on 70 responses up to 26-03-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>60, "agree"=>30, "disagree"=>9, "strongly_disagree"=>0, "dont_know"=>1} UNLOCK Figures based on 70 responses up to 26-03-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>44, "agree"=>37, "disagree"=>13, "strongly_disagree"=>3, "dont_know"=>3} UNLOCK Figures based on 70 responses up to 26-03-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>59, "agree"=>30, "disagree"=>7, "strongly_disagree"=>1, "dont_know"=>3} UNLOCK Figures based on 70 responses up to 26-03-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>50, "agree"=>21, "disagree"=>11, "strongly_disagree"=>1, "dont_know"=>16} UNLOCK Figures based on 70 responses up to 26-03-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>70, "agree"=>17, "disagree"=>9, "strongly_disagree"=>1, "dont_know"=>3} UNLOCK Figures based on 70 responses up to 26-03-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>61, "agree"=>30, "disagree"=>6, "strongly_disagree"=>0, "dont_know"=>3} UNLOCK Figures based on 70 responses up to 26-03-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>53, "agree"=>36, "disagree"=>9, "strongly_disagree"=>3, "dont_know"=>0} UNLOCK Figures based on 70 responses up to 26-03-2019
Yes No {"yes"=>93, "no"=>7} UNLOCK Figures based on 70 responses up to 26-03-2019

Responses taken from Ofsted Parent View

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