St Richard's Catholic College
Catchment Area, Reviews and Key Information

Secondary
PUPILS
1036
AGES
11 - 16
GENDER
Mixed
TYPE
Voluntary aided school
SCHOOL GUIDE RATING
Not Rated

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
0300 330 9472

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
(12/10/2021)
Full Report - All Reports
82%
NATIONAL AVG. 38%
5+ GCSEs grade 9-4 (standard pass or above) including English and maths



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Progress Compared With All Other Schools

UNLOCK Well Below Average (About 15% of schools in England) Below Average (About 18% of schools in England) Average (About 35% of schools in England) Above Average (About 16% of schools in England) Well Above Average (About 16% of schools in England)

School Results Over Time

2019 2022 2023 2020 Covid-19 2021 Covid-19 UNLOCK

% of pupils who achieved 5+ GCSEs grade 9-4
2019 2022 2023 2020 Covid-19 2021 Covid-19 UNLOCK

% of pupils who achieved GCSE grade 5 or above in both English and maths
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Ashdown Road
Bexhill-on-Sea
TN40 1SE
01424731070

School Description

Pupils feel really safe and valued at St Richard’s Catholic College. Pupils know that there are adults who will listen to them and help them if they are worried about something or someone. Leaders and staff listen to their pupils and respond appropriately to ensure that all pupils feel supported and included. For example, a recent school-wide campaign, ‘Delete the hate’, to raise awareness and reduce the use of inappropriate and offensive language online was highly successful. Expectations of staff about behaviour and conduct are very high and consistent across the school. There are clear routines in place that mean the school provides a very calm environment to learn in. Pupils are confident that any bullying is quickly sorted out by staff. They treat their teachers and peers with the utmost respect and are unfailingly polite. All pupils enjoy a wide range of volunteering opportunities and extra-curricular clubs, including sports and arts-based activities. Leaders and staff are committed to finding and developing each pupil’s talents and interests. Pupils are encouraged by staff to take an active role in their school community through a range of fundraising activities, as well as awards schemes, including The Duke of Edinburgh’s Award programme. Parents and pupils are rightfully proud of their school community. They would not hesitate in recommending the school to others. As one parent wrote, ‘The school not only develops and encourages academic success, but it motivates and inspires them to become fully rounded, responsible, balanced members of society.’ What does the school do well and what does it need to do better? Leaders and teachers have a clear and ambitious vision for the curriculum. They know what they want pupils, including those with special educational needs and/or disabilities (SEND), to learn and why. In some subjects, including languages, geography and mathematics, leaders have carefully selected the most important knowledge to teach pupils. Curriculum plans show the order pupils are to be taught the knowledge to help them know more and do more over time. As a result, achievement is high overall. Some other subjects, including design technology, are at an earlier stage of curriculum development but also show clear and coherent plans. Teachers are regularly checking what pupils know and can do, but this information is not always informing the next steps of teaching. For example, pupils’ misconceptions are not always addressed before they move on to more complex content. Some pupils are not clear about what their strengths are and what they need to do to improve their work. Relationships among staff and pupils reflect the school’s values of positivity and kindness. Pupils speak really enthusiastically about the care, support and education they receive at the school. Leaders have exceptionally high expectations of Inspection report: St Richard’s Catholic College 12 and 13 October 2021 2 behaviour, and pupils show consistently positive behaviour in lessons, corridors and at social times. Personal development is a clear strength of the school. The personal, social, health and economic education (PSHE) curriculum is age appropriate and responsive to the needs of pupils. Beyond the curriculum, staff have high expectations of all pupils to participate in school life. There are award systems in place, such as ‘The Crest’ award, to motivate all pupils to take part in extra-curricular clubs and school wide events. Pupils value the role that the school plays in developing their confidence and resilience. They enjoy opportunities in different subjects to discuss, debate and attend trips to enrich their learning experiences. Pupils value the support they receive to prepare them for life beyond school. For example, pupils enjoy a range of meaningful encounters with the world of work across all year groups. The school has a strong alumni network, which supports careers education in assemblies and other events across the school. Leaders have put in place a strong and effective pastoral care system. Pupils learn about the world around them from different perspectives, and they value the importance of acceptance and diversity. The inclusive nature of the school runs through the heart of everything that the staff and pupils do. As a result, pupils with SEND are identified quickly and given the support they need, including when preparing for and sitting examinations. Leaders have a clear and ambitious vision for the school and pupils. They are dedicated to providing all pupils with the best quality of education and care. Leaders reflect on what is working and make changes where they are needed. Staff receive extensive, well planned professional development opportunities. Leaders value staff views and take appropriate actions to manage workload. Governors share leaders’ high aspirations and dedication. They play an active role in supporting and challenging the school to ‘go the extra mile’.

St Richard's Catholic College Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>68, "agree"=>29, "disagree"=>2, "strongly_disagree"=>1, "dont_know"=>0} UNLOCK Figures based on 297 responses up to 12-03-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>77, "agree"=>21, "disagree"=>1, "strongly_disagree"=>1, "dont_know"=>0} UNLOCK Figures based on 297 responses up to 12-03-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>82, "agree"=>16, "disagree"=>1, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 297 responses up to 12-03-2022
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>77, "strongly_agree"=>8, "agree"=>6, "disagree"=>2, "strongly_disagree"=>1, "dont_know"=>5} UNLOCK Figures based on 297 responses up to 12-03-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>67, "agree"=>31, "disagree"=>2, "strongly_disagree"=>1, "dont_know"=>0} UNLOCK Figures based on 297 responses up to 12-03-2022
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>37, "strongly_agree"=>41, "agree"=>16, "disagree"=>4, "strongly_disagree"=>1, "dont_know"=>1} UNLOCK Figures based on 297 responses up to 12-03-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>53, "agree"=>29, "disagree"=>7, "strongly_disagree"=>7, "dont_know"=>4} UNLOCK Figures based on 45 responses up to 12-03-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>79, "agree"=>19, "disagree"=>1, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 297 responses up to 12-03-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>69, "agree"=>27, "disagree"=>2, "strongly_disagree"=>1, "dont_know"=>1} UNLOCK Figures based on 297 responses up to 12-03-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>70, "agree"=>27, "disagree"=>1, "strongly_disagree"=>1, "dont_know"=>0} UNLOCK Figures based on 297 responses up to 12-03-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>70, "agree"=>28, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 297 responses up to 12-03-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>84, "agree"=>15, "disagree"=>1, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 297 responses up to 12-03-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>68, "agree"=>25, "disagree"=>2, "strongly_disagree"=>1, "dont_know"=>4} UNLOCK Figures based on 297 responses up to 12-03-2022
Yes No {"yes"=>97, "no"=>3} UNLOCK Figures based on 297 responses up to 12-03-2022

Responses taken from Ofsted Parent View

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