St Gildas' Catholic Junior School
Catchment Area, Reviews and Key Information

Primary
PUPILS
121
AGES
7 - 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
020 8489 1000

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
(27/02/2019)
Full Report - All Reports
62%
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)
Oakington Way
London
N8 9EP
02083481902

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You and your team share a good understanding of how children learn well. There have been improvements in some areas since the last inspection. Pupils now reach higher standards in writing. Senior and middle leaders work together effectively and check on pupils’ progress on a regular basis. While there have been improvements in writing and mathematics, pupils’ progress in reading at the end of key stage 2 declined in 2018. The school believes in valuing the needs of individuals and welcomes contributions from the local community, both of which are very evident in its work. Overall, parents and carers are very positive about the school. Many parents told me that their children benefit from the school’s good-quality care and teaching. There is a strong sense of belonging among pupils, staff, families and governors. Pupils talk enthusiastically about their enjoyment of learning. They collaborate well and treat each other and adults with great respect. Safeguarding is effective. The leadership team has ensured that all safeguarding arrangements are fit for purpose. Leaders, including governors, set high standards to ensure that all children are safe. This responsibility is shared by all staff. Governors also receive safeguarding training. Topics covered this year include: female genital mutilation and preventing radicalisation. Staff know how to safeguard children and demonstrate that they know how to put their training into practice. Leaders implement a robust recruitment process that includes systematic checks on staff, which are recorded on the single central register. The school works closely with external agencies. Referrals are made promptly, and records show that there is a rigorous approach to each case. In my discussions with pupils, it was clear that they feel safe in school and learn about how to stay safe, including when using technology. Younger pupils value having an older pupil as their buddy. Parents and carers confirm that they feel that their children are kept safe at school. Inspection findings We agreed for the first line of enquiry that I would consider how effective the school’s work is in the teaching of reading at key stage 2, particularly for boys and those who are disadvantaged. This is because pupils’ progress in reading has been below that in writing in recent years. Governors and leaders shared with me their vision to develop all pupils’ reading skills. Leaders have introduced a new approach to teaching reading in the last two years. This has impacted positively on pupils’ confidence with reading and their overall understanding of different layers of meaning. In lessons we visited, pupils enjoyed reading. Girls and boys, including those who are disadvantaged, had a good understanding of the features of a text. From Year 3, pupils develop their ability to evaluate what they have read. Pupils in Year 4 and above use their inference skills well. They can give their opinions and views about a text. Pupils respond well to the challenges presented in their reading lessons and show their ability to give detailed evaluations. Pupils, including those who are disadvantaged, read challenging texts and enthusiastically discuss their reading, for example their understanding of the characters and their different roles. The children I heard read showed their ability to read with expression and to use their prior learning to confidently decode unknown words. Work in pupils’ English books shows that they write well, following their reading of different texts. Pupils are also able to accurately summarise what they have read. However, in a few cases, their reading comprehension work needs to be further developed. During the inspection, each year group worked with external actors on a Shakespearian play. Pupils were inspired by this and we saw them practising their reading and writing skills to good effect in follow-up lessons. My second line of enquiry explored how the broader curriculum supports the development of basic skills, particularly for those who are disadvantaged. Leaders have revised the curriculum, including a focus on how pupils develop their literacy and numeracy knowledge and skills across all subjects. Pupils spoke positively about their learning in different subjects. Work seen in a range of books showed that all groups of pupils are helped to write at the expected standard and in greater depth. In science, pupils, including those who are disadvantaged, practise their reading skills through carrying out their research. Pupils develop their mathematics skills to a good standard in science and history, for example analysing data from graphs.

St Gildas' Catholic Junior School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>73, "agree"=>24, "disagree"=>2, "strongly_disagree"=>1, "dont_know"=>1} UNLOCK Figures based on 106 responses up to 27-02-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>75, "agree"=>22, "disagree"=>0, "strongly_disagree"=>2, "dont_know"=>1} UNLOCK Figures based on 106 responses up to 27-02-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>53, "agree"=>40, "disagree"=>5, "strongly_disagree"=>0, "dont_know"=>3} UNLOCK Figures based on 106 responses up to 27-02-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>74, "agree"=>23, "disagree"=>2, "strongly_disagree"=>2, "dont_know"=>0} UNLOCK Figures based on 106 responses up to 27-02-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>55, "agree"=>42, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>2} UNLOCK Figures based on 106 responses up to 27-02-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>52, "agree"=>37, "disagree"=>8, "strongly_disagree"=>0, "dont_know"=>3} UNLOCK Figures based on 106 responses up to 27-02-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>61, "agree"=>32, "disagree"=>4, "strongly_disagree"=>3, "dont_know"=>0} UNLOCK Figures based on 106 responses up to 27-02-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>48, "agree"=>31, "disagree"=>7, "strongly_disagree"=>2, "dont_know"=>12} UNLOCK Figures based on 106 responses up to 27-02-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>63, "agree"=>30, "disagree"=>5, "strongly_disagree"=>2, "dont_know"=>0} UNLOCK Figures based on 106 responses up to 27-02-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>59, "agree"=>30, "disagree"=>6, "strongly_disagree"=>2, "dont_know"=>3} UNLOCK Figures based on 106 responses up to 27-02-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>48, "agree"=>41, "disagree"=>8, "strongly_disagree"=>3, "dont_know"=>1} UNLOCK Figures based on 106 responses up to 27-02-2019
Yes No {"yes"=>94, "no"=>6} UNLOCK Figures based on 106 responses up to 27-02-2019

Responses taken from Ofsted Parent View

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