St Luke's CofE (C) Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
194
AGES
4 - 11
GENDER
Mixed
TYPE
Voluntary controlled 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
01785 278593

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?

Requires Improvement
NATIONAL AVG. 2.09
Ofsted Inspection
(22/11/2022)
Full Report - All Reports
35%
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)
Pepper Street
Silverdale
Newcastle
ST5 6QJ
01782973865

School Description

You have maintained the good quality of education in the school since the last inspection. Ably supported by your recently appointed assistant headteachers and all staff and governors, you have worked with pupils and parents to build upon the strengths of the school and address areas for development. St Luke’s is a happy school. Staff enjoy teaching the pupils, parents value the work of staff and pupils are proud of their school. This is the result of your high expectations and the positive ethos that you have developed in the school over time. Everyone feels part of the school community. This is an inclusive and nurturing school which welcomes pupils from a range of backgrounds. As pupils told me, differences are accepted, bullying is extremely rare and staff would deal with any unkindness quickly and effectively, if it occurred. Pupils behave well in class and around the school. They listen carefully to staff and other pupils in lessons and they are usually interested and excited by the work that they do. During social times, pupils are sensible and they play with enthusiasm and consideration during breaktimes and at lunchtimes. All parents who made their views known during the inspection would recommend the school to other parents and they believe that communication is of a very high quality. For example, many parents commented upon how they can access the class blog to see what their child has been doing in school, help their learning at home and communicate with the class teacher. The school’s website also contains all the required information in a user-friendly way. Parents were full of praise for the quality of teaching and the progress that their children make in the school. Children make rapid progress in the early years setting and they are very well prepared for Year 1. Outcomes in the phonics screening checks have improved over time and are now similar to the national average. The school has achieved some very positive results in the end-of-key-stage tests and assessments since the last inspection. For example, pupils at the end of key stage 2 made faster progress than can be found nationally in writing and mathematics in 2016. Over time, most pupils have consistently reached the expected standard in reading by the end of key stage 1. However, in 2016, middle-ability pupils and disadvantaged pupils did not make fast enough progress in reading by the end of key stage 2 and the most able pupils did not achieve the highest standards by the end of key stage 1. Standards in writing were also lower than those achieved by pupils in reading and mathematics at the end of key stage 1 in 2016. Leaders are aware of these relative weaknesses and they have taken effective action to address them. Current pupils are making improved progress; a love of reading is being developed; strengths in mathematics are being built upon and action is being taken to improve the quality of writing further. However, standards in writing do not yet match those found in reading and mathematics in key stage 1 and the most able pupils are not consistently challenged to make rapid progress in all areas of the school. Although the progress of disadvantaged pupils now matches that of other pupils in the school, it is not fast enough to quickly diminish the differences between their attainment and that of other pupils nationally. Leaders are aware that further action is required to address these areas for development. You have taken effective action to address the areas for development identified at the time of the last inspection. Pupils have a clear understanding of their targets and know what to do to improve their work. They write at length in a number of subjects using different techniques and a range of effective strategies are used to increase pupils’ confidence and accuracy in spelling. Although not leading to consistently rapid progress, the most able are frequently challenged to think deeply about topics and apply their learning to different situations. You have also worked closely with parents to improve attendance. You evaluate the impact of initiatives and strategies precisely and you use assessment information effectively to hold teachers to account for pupils’ progress. However, the assessment system that you currently use does not easily show the progress made by different prior attaining groups or those who join the school at times other than the usual starting dates.

St Luke's CofE (C) Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>85, "agree"=>8, "disagree"=>3, "strongly_disagree"=>0, "dont_know"=>5} UNLOCK Figures based on 40 responses up to 29-11-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>88, "agree"=>5, "disagree"=>5, "strongly_disagree"=>3, "dont_know"=>0} UNLOCK Figures based on 40 responses up to 29-11-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>75, "agree"=>15, "disagree"=>5, "strongly_disagree"=>3, "dont_know"=>3} UNLOCK Figures based on 40 responses up to 29-11-2022
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"=>3, "disagree"=>8, "strongly_disagree"=>0, "dont_know"=>5} UNLOCK Figures based on 40 responses up to 29-11-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>63, "agree"=>25, "disagree"=>8, "strongly_disagree"=>3, "dont_know"=>3} UNLOCK Figures based on 40 responses up to 29-11-2022
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>30, "strongly_agree"=>50, "agree"=>10, "disagree"=>8, "strongly_disagree"=>3, "dont_know"=>0} UNLOCK Figures based on 40 responses up to 29-11-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>50, "agree"=>8, "disagree"=>25, "strongly_disagree"=>8, "dont_know"=>8} UNLOCK Figures based on 12 responses up to 29-11-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>63, "agree"=>25, "disagree"=>3, "strongly_disagree"=>5, "dont_know"=>5} UNLOCK Figures based on 40 responses up to 29-11-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>78, "agree"=>13, "disagree"=>8, "strongly_disagree"=>3, "dont_know"=>0} UNLOCK Figures based on 40 responses up to 29-11-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>68, "agree"=>23, "disagree"=>8, "strongly_disagree"=>3, "dont_know"=>0} UNLOCK Figures based on 40 responses up to 29-11-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>83, "agree"=>15, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>3} UNLOCK Figures based on 40 responses up to 29-11-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>83, "agree"=>15, "disagree"=>0, "strongly_disagree"=>3, "dont_know"=>0} UNLOCK Figures based on 40 responses up to 29-11-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>78, "agree"=>8, "disagree"=>8, "strongly_disagree"=>8, "dont_know"=>0} UNLOCK Figures based on 40 responses up to 29-11-2022
Yes No {"yes"=>95, "no"=>5} UNLOCK Figures based on 40 responses up to 29-11-2022

Responses taken from Ofsted Parent View

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