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

Primary
PUPILS
315
AGES
2 - 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
01962 847456

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
(07/02/2023)
Full Report - All Reports
67%
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)
Hooks Lane
Bedhampton
Havant
PO9 3DR
02392475909

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You provide clear and ambitious leadership. You are determined that every pupil will succeed and that they will leave St Thomas More’s feeling that they have achieved more than they had ever expected. The leadership team, including governors, have a clear and accurate view of what the school does well and what could be even better. Parents value your leadership. Pupils enjoy coming to St Thomas More’s. They are polite, well behaved and confident. They find learning is fun and enjoy aspects of school life like trips, the choir and the annual nativity play. The spoke about how friendly their school is and how ‘this school encourages you not to leave anyone out’. You and your team have created a caring school. As one parent commented, ‘The school is encouraging and nurturing, and has pupil welfare at its heart.’ The previous inspection report highlighted several strengths, including the good progress that pupils make from their different starting points, the high expectations that teachers have, and the good behaviour and attitudes of pupils to their work. You have maintained these strengths. At the time of the last inspection you were asked to improve the quality of teaching and to ensure that work is always hard enough for the most able pupils. You have taken some effective action to address these areas. Through high-quality evaluation, you have ensured that the drive for improvement in teaching is at the centre of everything you do. Most-able pupils are challenged appropriately. Provisional results in writing at the end of Year 6 in 2017 indicate that attainment at the expected standard exceeded national averages. However, the proportion of pupils who attained greater depth in writing was below the national average. You recognise that there is still work to do to ensure that more pupils make accelerated progress in writing to achieve the higher standards. You have also rightly identified that further accelerating the progress that disadvantaged pupils make should be a key priority for leaders in the immediate future. Safeguarding is effective. School leaders and governors have ensured that all safeguarding arrangements are fit for purpose and that records are detailed and of a high quality. Leaders have established strong relationships with external agencies. Staff are vigilant in following up any welfare concerns they have about a child. As a team, they understand the specific risks associated with your local area. Pupils have a good understanding of how to keep themselves safe in a range of situations. They demonstrate a strong knowledge of the different types of bullying. They say that bullying does not often happen, but when it does, ‘It will get sorted straight away.’ Pupils show a good understanding of how to keep themselves safe online. Pupils said that they feel safe in school and are confident that there is always someone to talk to should they have a problem. Inspection findings Leaders and governors have a strong understanding of the quality of teaching in the school. You want nothing but the best for your pupils and intervene swiftly when teaching is not of the high standard you expect. You provide effective professional development for staff and, as a result, teaching skills are continually improving. Middle and senior leaders regularly check on the quality of teaching and pupils’ progress. They provide good advice and challenge to staff. Classroom observations indicate that the most able pupils are usually challenged in their work. Teachers constantly ask questions that deepen pupils’ understanding. Pupils could tell me how to improve their work and they showed me many examples of where they have effectively done so. Pupils are given the opportunity to write at length and for a purpose, often linked to a high-quality text. For example, in a Year 2 writing lesson, pupils were describing a Victorian Christmas tree. They were confidently using conjunctions in their writing to extend sentences. Their phonics knowledge was secure. Pupils know how to improve their writing by identifying next steps from a first attempt. Pupils’ books show that they write clearly and fluently to reach expectations that are at least in line with those expected for their age. However, teacher assessment shows that not enough pupils are reaching the higher standards in writing in key stage 2. Leaders’ self-evaluation is honest and accurate. They responded swiftly to the disappointing key stage 1 results in 2016. In 2017, the key stage 1 reading, writing and mathematics results were above national averages for pupils attaining the expected standard, as well as for those attaining a greater depth. School development planning is focused on the correct areas. Governors have a good understanding of the school’s challenges. They know the school well and have a good grasp of the school’s performance information. You have a good understanding of the barriers to learning faced by disadvantaged pupils in your school. You allocate pupil premium funding to agreed priorities and have carefully analysed the impact of work in this area. Assessment information shows that current interventions are mainly effective, especially for the outcomes of disadvantaged pupils by the end of key stage 2. However, you have rightly identified the need for a sharper focus across the school on the use of the funding to raise attainment of disadvantaged pupils. Next steps for the school Leaders and those responsible for governance should ensure that: an increasing proportion of pupils are working at greater depth in their writing by the end of key stage 2 they refine the use of additional funding to improve outcomes for disadvantaged pupils further. I am copying this letter to the chair of the governing body, the director of education for the Roman Catholic Diocese of Portsmouth, the regional schools commissioner and the director of children’s services for Hampshire. This letter will be published on the Ofsted website. Yours sincerely Lea Hannam Ofsted Inspector Information about the inspection During the inspection, I met with you and your deputy to discuss the school’s effectiveness. Together, we visited lessons to observe pupils’ learning, speak to pupils and look at their work. We also assessed the quality of pupils’ work in books. I met with a group of governors, including the chair of the governing body, and spoke to pupils about their school. I considered 98 responses from parents to Ofsted’s online questionnaire and the accompanying free-text comments. I spoke to parents at the beginning of the school day. Staff and pupil questionnaires were also considered. I spoke with representatives of the local authority and the diocese. I evaluated the school’s safeguarding arrangements. I examined a wide range of documentation, including your self-evaluation and improvement planning, pupils’ progress information, monitoring records and policies.

St Thomas More's Catholic Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>67, "agree"=>21, "disagree"=>10, "strongly_disagree"=>0, "dont_know"=>2} UNLOCK Figures based on 81 responses up to 12-02-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>70, "agree"=>19, "disagree"=>7, "strongly_disagree"=>4, "dont_know"=>0} UNLOCK Figures based on 81 responses up to 12-02-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>47, "agree"=>41, "disagree"=>10, "strongly_disagree"=>2, "dont_know"=>0} UNLOCK Figures based on 81 responses up to 12-02-2023
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>73, "strongly_agree"=>5, "agree"=>5, "disagree"=>5, "strongly_disagree"=>7, "dont_know"=>5} UNLOCK Figures based on 81 responses up to 12-02-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>58, "agree"=>40, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 81 responses up to 12-02-2023
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>32, "strongly_agree"=>27, "agree"=>23, "disagree"=>10, "strongly_disagree"=>5, "dont_know"=>2} UNLOCK Figures based on 81 responses up to 12-02-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>32, "agree"=>26, "disagree"=>37, "strongly_disagree"=>5, "dont_know"=>0} UNLOCK Figures based on 19 responses up to 12-02-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>43, "agree"=>35, "disagree"=>16, "strongly_disagree"=>1, "dont_know"=>5} UNLOCK Figures based on 81 responses up to 12-02-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>52, "agree"=>35, "disagree"=>10, "strongly_disagree"=>0, "dont_know"=>4} UNLOCK Figures based on 81 responses up to 12-02-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>48, "agree"=>40, "disagree"=>9, "strongly_disagree"=>2, "dont_know"=>1} UNLOCK Figures based on 81 responses up to 12-02-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>49, "agree"=>44, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>4} UNLOCK Figures based on 81 responses up to 12-02-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>51, "agree"=>35, "disagree"=>6, "strongly_disagree"=>4, "dont_know"=>5} UNLOCK Figures based on 81 responses up to 12-02-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>44, "agree"=>38, "disagree"=>10, "strongly_disagree"=>4, "dont_know"=>4} UNLOCK Figures based on 81 responses up to 12-02-2023
Yes No {"yes"=>84, "no"=>16} UNLOCK Figures based on 81 responses up to 12-02-2023

Responses taken from Ofsted Parent View

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