St Wilfrid's RC Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
225
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
0161 245 7166

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
(10/05/2023)
Full Report - All Reports
77%
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)
Birchvale Close
Hulme
St Wilfrids Rc Primary School
M15 5BJ
01612263339

School Description

The atmosphere at St Wilfrid’s school is calm, harmonious and purposeful. Leaders do all they can to make sure pupils are ready to learn. Staff and pupils constantly strive to meet the high aspirations that leaders have for them. Pupils’ behaviour is exemplary. Pupils said that they love coming to school because everyone is kind, considerate and helps them to do their best. Pupils rarely miss a day. Adults nurture every pupil in the school. Leaders celebrate pupils’ cultural differences at every opportunity. This deepens pupils’ learning and means they are very tolerant of others. Pupils love to learn. They enjoy the exciting and interesting activities that teachers plan. Leaders make sure that all pupils excel. They ensure that pupils get extra help when they need it. Pupils’ reading, writing and mathematical knowledge is very strong. External data shows that pupils do far better in these subjects than other pupils do across the country. Pupils feel exceedingly safe at school. They said that bullying does not happen. Pupils support each other in keeping safe. They are proud of their work as ‘Amigos’ on the corridors or reminding parents to park safely. What does the school do well and what does it need to do better? The headteacher, alongside the senior leadership team, has secured rapid improvement since the previous inspection. Pupils are clear that only their best effort is good enough. Adults help pupils to overcome any difficulties they have when learning something new. Pupils remain focused on their work and they persevere with tasks. This prepares them well to move on to their next stages of their learning. Pupils achieve well in a range of subjects right across the school. This is because leaders have thought carefully about what to include in the curriculum. Subject leaders have developed detailed and effective curriculum plans. These plans set out precisely the steps in learning that pupils need to make in each subject. Teachers make excellent use of these plans. They provide activities that help pupils remember what they have learned. Leaders make sure that no pupil is disadvantaged. This includes pupils with special educational needs and/or disabilities (SEND). All pupils receive a rich and ambitious curriculum which is well supported by regular trips and visitors to the school. Most middle leaders provide very strong curriculum leadership. However, a very small number of leaders need ongoing development so that they can make an equally strong contribution to pupils’ learning. Leaders make sure that pupils read extremely well. Teachers ensure that pupils use what they have learned about phonics to work out how to read new words. Pupils read a wide range of quality novels or non-fiction books with accuracy and fluency. Older pupils love to read for pleasure, or to learn new things. Children begin to learn to read as soon as they start in the Nursery class. Children build on from this in the Reception class. These reading skills prepare them exceptionally well for the demands of key stage 1. Very few pupils fall behind in their reading in key stage 1. Those that do, catch up quickly through effective support from skilled staff. Staff also support parents well in helping their children to learn to read. Similarly, teachers make sure that children develop strong mathematical knowledge. Children begin to develop this in the Nursery class through songs and practical activities. Reception children practise counting in games outside the classroom with great enthusiasm. As they move through the school, pupils use what they have learned before to help them learn new things. For example, Year 6 pupils explained to me that learning their times tables in Year 4 helped them carry out long division calculations easily. In history, pupils develop secure historical knowledge and skills in key stage 2. By Year 5, they can use evidence to make suggestions about the lives of different groups of people from the past. Pupils’ work in other subjects is of the same very high standard. Pupils and their parents value the many different experiences pupils have at school. Leaders ensure that pupils develop as ‘well-rounded’ individuals. Pupils take part in many exciting opportunities, such as taekwondo or other sports. Leaders help pupils to develop self-confidence. Pupils take part in competitive activities, such as ‘debate mate’. They show concern for others. They raise money for causes such as underprivileged children in other parts of the world. They carry out a range of leadership roles in the school. Safeguarding The arrangements for safeguarding are effective. Safeguarding is a priority for the school. Leaders have a secure understanding of the significant challenges that some families may face. Adults take swift and appropriate action to make sure that pupils are kept safe. Staff share information effectively. This Inspection report: St Wilfrid’s RC Primary School 30–31 October 2019 2 makes sure that support is in place for pupils and families who need it. Leaders develop positive relationships with families of vulnerable pupils. The family support worker also helps parents access support external to the school when they need it.

St Wilfrid's RC Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>90, "agree"=>7, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>3} UNLOCK Figures based on 30 responses up to 10-05-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>90, "agree"=>7, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>3} UNLOCK Figures based on 30 responses up to 10-05-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>83, "agree"=>17, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 30 responses up to 10-05-2023
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>70, "strongly_agree"=>13, "agree"=>0, "disagree"=>3, "strongly_disagree"=>3, "dont_know"=>10} UNLOCK Figures based on 30 responses up to 10-05-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>80, "agree"=>13, "disagree"=>7, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 30 responses up to 10-05-2023
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>53, "strongly_agree"=>33, "agree"=>7, "disagree"=>3, "strongly_disagree"=>0, "dont_know"=>3} UNLOCK Figures based on 30 responses up to 10-05-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>0, "agree"=>0, "disagree"=>100, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 10 responses up to 10-05-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>67, "agree"=>30, "disagree"=>0, "strongly_disagree"=>3, "dont_know"=>0} UNLOCK Figures based on 30 responses up to 10-05-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>87, "agree"=>13, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 30 responses up to 10-05-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>73, "agree"=>23, "disagree"=>3, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 30 responses up to 10-05-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>67, "agree"=>30, "disagree"=>3, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 30 responses up to 10-05-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>70, "agree"=>20, "disagree"=>7, "strongly_disagree"=>3, "dont_know"=>0} UNLOCK Figures based on 30 responses up to 10-05-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>67, "agree"=>23, "disagree"=>3, "strongly_disagree"=>0, "dont_know"=>7} UNLOCK Figures based on 30 responses up to 10-05-2023
Yes No {"yes"=>97, "no"=>3} UNLOCK Figures based on 30 responses up to 10-05-2023

Responses taken from Ofsted Parent View

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