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

Primary
PUPILS
155
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
01926 410410

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
(30/01/2019)
Full Report - All Reports
47%
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)
Daventry Road
Southam
CV47 1PS
01926 812512

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. St Mary’s Catholic Primary School is a caring, welcoming and purposeful community. It is very inclusive because of your commitment to meet the needs of all pupils. One parent reflects the view of many in saying: ‘The school provides a nurturing environment, where the needs of the child are put first.’ Leaders and teachers have high expectations of what pupils can achieve and provide opportunities to enable pupils to meet them. Pupils take pride in their work, present it well and try hard. Their behaviour is exemplary. Pupils are polite and confident and their enthusiasm for learning shines out. They understand and follow the school rules and routines, and rarely need to be reminded what to do. The school’s values of love, patience, generosity, kindness and mutual respect are embedded across the school. The school’s self-evaluation is accurate and identifies the priorities for improvement. You communicate your expectations effectively and have built a committed team of staff who share your vision and ambition for pupils. A comprehensive cycle of school improvement is securely embedded across the school. Actions are carefully monitored at regular intervals and the impact is evaluated before any further action is taken. Leaders actively engage and collaborate with a range of external partners. The challenge and support provided is welcomed and the feedback from external partners is used to refine the school’s next steps for development. Leaders and governors set high standards and check the quality of the school’s work against these rigorously. You ensure that staff development and training are given a high priority. Staff value the opportunities to develop their skills and subject knowledge. Staff who are new to the school are helped to learn the school’s systems and leaders’ expectations quickly. This approach is effective in ensuring consistency across the school. Typically, pupils get down to work quickly because teachers show them what to do and how to do it. The tasks that pupils complete are usually suitably challenging. As a result, most make good progress and achieve well in the early years, and at the end of key stages 1 and 2. Most-able pupils attain well in reading, writing and mathematics at the end of key stage 1. However, not enough most-able pupils make the progress they are capable of in writing and mathematics at the end of key stage 2. In other areas of the curriculum, while activities interest and engage pupils, they are not always able to retain the knowledge and skills taught. You have addressed the recommendations made at the time of your previous inspection. Improvements have been made to the teaching of phonics. Investment in resources and high-quality training for the staff has taken place. All adults have the skills needed to consolidate and extend the progress pupils make. As a result, pupils attain well in phonics and standards in reading are strong across the school. The previous inspection also recommended that standards in writing at the end of key stage 1 should be raised. This has been addressed by a greater focus on grammar, spelling, punctuation and handwriting. Governors are highly ambitious for the school. They share your determination to provide pupils with the best possible education. They have a secure understanding of the school’s strengths and provide both support and challenge where improvements are needed. Governors check the progress that different groups of pupils are making and ask searching questions when things need to improve. Safeguarding is effective. Pupils’ safety is a high priority for the school. You and the governors have ensured that all safeguarding arrangements are fit for purpose. All staff are provided with safeguarding training when they join the school, and this is updated annually. Staff are kept up to date with any changes as they occur. You ensure that all the appropriate preemployment checks are carried out on staff and volunteers. Staff know their pupils well. Any concerns are reported, considered carefully and prompt action is taken. Case files are detailed and well organised. Pupils say that they feel safe in school. Staff, parents and carers confirm this view. Pupils have a good understanding of how to keep safe in different situations. You ensure that through your curriculum, pupils get good information to help them keep safe. As one pupil said, ‘Every time you go online you leave a digital footprint that somebody else can look at.’ Others said, ‘It is important to keep yourself safe online.’ Pupils know to report any concerns about their safety to teachers and their parents. Pupils have a good awareness of the different types of bullying and the hurt that it can cause. They do not feel that there is a problem with bullying at their school.

St Mary's Catholic Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>84, "agree"=>16, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 38 responses up to 31-01-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>79, "agree"=>21, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 38 responses up to 31-01-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>74, "agree"=>21, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>5} UNLOCK Figures based on 38 responses up to 31-01-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>79, "agree"=>21, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 38 responses up to 31-01-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>74, "agree"=>24, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>3} UNLOCK Figures based on 38 responses up to 31-01-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>71, "agree"=>21, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>8} UNLOCK Figures based on 38 responses up to 31-01-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>76, "agree"=>21, "disagree"=>3, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 38 responses up to 31-01-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>50, "agree"=>21, "disagree"=>3, "strongly_disagree"=>0, "dont_know"=>26} UNLOCK Figures based on 38 responses up to 31-01-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>71, "agree"=>21, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>8} UNLOCK Figures based on 38 responses up to 31-01-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>79, "agree"=>18, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>3} UNLOCK Figures based on 38 responses up to 31-01-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>61, "agree"=>39, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 38 responses up to 31-01-2019
Yes No {"yes"=>100, "no"=>0} UNLOCK Figures based on 38 responses up to 31-01-2019

Responses taken from Ofsted Parent View

Your rating:
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