St Margaret Clitherow Catholic Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
204
AGES
4 - 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
01344 354023

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
(17/10/2023)
Full Report - All Reports
50%
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)
Pembroke
Hanworth
Bracknell
RG12 7RD
01344424030

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You provide strong and positive leadership. Your determination and ambition inspire pupils, parents, carers and staff alike. You have successfully created a caring and inclusive culture within the school. As one parent commented: „This is a great school with a family feel. Children are well cared for and enabled to grow – educationally, physically, emotionally and spiritually.‟ Staff enjoy working at the school. Governors speak of a highly flexible staff team which is committed to fixing any concern that is raised. This view is confirmed by parents. The Frassati Catholic Academy Trust has provided effective support in improving teaching in the school by sharing good practice and expertise. Pupils love coming to school and this is reflected in their high attendance figures. They are polite and respectful to each other. They listen carefully to their teachers during lessons and work hard. They told me their lessons are fun and that their teachers are kind, supportive and funny. They enjoy many aspects of school life, including „fit Fridays‟, inter-house matches and the wide range of after-school clubs on offer. The inspection report for your predecessor school highlighted several strengths, including outstanding behaviour, high attainment and good progress. These aspects continue to be strong. At the time of the last inspection, the school was asked to raise the attainment of the most able pupils in mathematics. Leaders‟ work to address this issue has been effective. In 2017, at the end of key stage 1 and key stage 2, pupils‟ attainment in mathematics was above the national averages for both the expected standard and the higher standard. However, we agreed that pupils are not always moved on to challenging tasks quickly enough in mathematics in key stage 1. Children in the early years make good progress from their starting points. Outcomes for these children have rapidly improved recently due to the highly skilled teaching and the strong and effective provision. Outcomes for the Year 1 phonics screening check were below the national average in 2017. Leaders are aware that there is work to be done to ensure that all teaching of phonics is of the same standard as the good practice in the school. You and your governors have a sharp view of the school‟s strengths and you are clear about priorities for future developments. For example, to further improve progress, you have rightly identified that the new tracking and assessment tool needs to be fully embedded so that the starting points of pupils across all areas of the curriculum are better known. You also recognise that teachers‟ expectations of the quality of writing are not as high in other subjects as they are in English. This is limiting some pupils‟ progress. Safeguarding is effective. Leaders make sure that safeguarding arrangements are fit for purpose. Day-to-day routines are secure. Any necessary actions are completed without delay and are followed up in an efficient manner. Leaders ensure that there is timely, ongoing training for staff and governors so that they know how to keep pupils safe. Your ongoing work with external safeguarding agencies means that you make effective use of them when needed. During the inspection, I identified a discrepancy in the single central record. This oversight was addressed immediately, demonstrating leaders‟ and administrators‟ commitment to meeting statutory requirements. Staff who responded to Ofsted‟s online questionnaire unanimously agreed that pupils are kept safe at the school. Pupils say they feel safe in school and that their teachers always listen to them if they have a worry. They told me there is not any bullying currently but, if there were, „adults would sort something out to make it better‟. Pupils know how to keep themselves safe online. Parents are well informed, for example through regular e-safety updates in newsletters and on the school website. Parents also overwhelmingly agree that their children are safe in school. As one parent wrote: „St Margaret Clitherow is a lovely, inclusive school where my daughter feels safe, in an environment which is supportive and conducive to learning.‟ Inspection findings At the beginning of the inspection, we agreed to look at specific aspects of the school‟s work, including: the effectiveness of safeguarding; the most able pupils‟ attainment and progress in mathematics; the quality of pupils‟ learning in reading, including phonics; and the quality of the school‟s curriculum for promoting high standards. The mathematics curriculum provides many opportunities for pupils to reason and solve problems, thereby deepening their understanding. In key stage 2 and the early years, assessment is used effectively to identify the precise starting points of pupils, as well as to pinpoint any gaps in learning. The most able pupils in key stage 2 are regularly challenged appropriately. Tasks require them to think logically and apply their skills and knowledge to a range of situations. You recognise, however, the need to increase challenge further in mathematics in key stage 1, as pupils do not routinely make strong progress. The progress that pupils made in reading by the end of key stage 2 in 2017 was in line with the national average. However, the progress made by boys was slower than that made by girls. Leaders have responded swiftly to this and have thoroughly reviewed the reading curriculum to ensure that it promotes a love of reading for boys as well as girls. Boys that I spoke to told me that they enjoy reading and that the school librarian regularly recommends interesting books to them. Current assessment information and work in pupils‟ books show that boys and girls are making similar progress. Reading comprehension is well structured and teaches a wide range of reading skills, including vocabulary development and summarising. However, the teaching of phonics is inconsistent. The subject knowledge of some members of staff is not secure. The school makes the most of teachers‟ subject specialisms and outcomes are of high quality in subjects such as art and design and physical education. As one parent wrote: „The school has a fantastic drive to keep “health and fitness” as a key focus, which hopefully gives children life-long learning skills for the future.‟ The science curriculum ensures that pupils have many opportunities to work scientifically, conducting experimental investigations for themselves. Regular enrichment days, such as the recent poetry day themed around William Blake‟s famous poem „The Tyger‟, contribute well to enhancing pupils‟ learning further. Leaders and teachers actively and effectively promote pupils‟ spiritual, moral, social and cultural development, and are preparing pupils well for life in modern Britain. However, teachers do not take pupils‟ starting points into consideration well enough across the wider curriculum. Tasks set in lessons are not consistently pitched high enough to meet the needs of the most able pupils, limiting their progress at times. Leaders also acknowledge that opportunities to write to a high standard across the wider curriculum are limited.

St Margaret Clitherow Catholic Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>63, "agree"=>31, "disagree"=>6, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 64 responses up to 17-10-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>66, "agree"=>28, "disagree"=>5, "strongly_disagree"=>2, "dont_know"=>0} UNLOCK Figures based on 64 responses up to 17-10-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>61, "agree"=>36, "disagree"=>2, "strongly_disagree"=>2, "dont_know"=>0} UNLOCK Figures based on 64 responses up to 17-10-2023
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>63, "strongly_agree"=>6, "agree"=>19, "disagree"=>5, "strongly_disagree"=>2, "dont_know"=>6} UNLOCK Figures based on 64 responses up to 17-10-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>48, "agree"=>42, "disagree"=>6, "strongly_disagree"=>2, "dont_know"=>2} UNLOCK Figures based on 64 responses up to 17-10-2023
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>25, "strongly_agree"=>33, "agree"=>31, "disagree"=>5, "strongly_disagree"=>6, "dont_know"=>0} UNLOCK Figures based on 64 responses up to 17-10-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>30, "agree"=>30, "disagree"=>40, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 10 responses up to 17-10-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>48, "agree"=>38, "disagree"=>9, "strongly_disagree"=>0, "dont_know"=>5} UNLOCK Figures based on 64 responses up to 17-10-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>50, "agree"=>38, "disagree"=>6, "strongly_disagree"=>3, "dont_know"=>3} UNLOCK Figures based on 64 responses up to 17-10-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>45, "agree"=>31, "disagree"=>17, "strongly_disagree"=>3, "dont_know"=>3} UNLOCK Figures based on 64 responses up to 17-10-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>41, "agree"=>53, "disagree"=>5, "strongly_disagree"=>0, "dont_know"=>2} UNLOCK Figures based on 64 responses up to 17-10-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>66, "agree"=>30, "disagree"=>2, "strongly_disagree"=>2, "dont_know"=>2} UNLOCK Figures based on 64 responses up to 17-10-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>47, "agree"=>33, "disagree"=>11, "strongly_disagree"=>2, "dont_know"=>8} UNLOCK Figures based on 64 responses up to 17-10-2023
Yes No {"yes"=>83, "no"=>17} UNLOCK Figures based on 64 responses up to 17-10-2023

Responses taken from Ofsted Parent View

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