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Pupils thrive at this school. Leaders are determined that all pupils will be given the opportunities they need to succeed.
This includes a very carefully considered curriculum which is broad and balanced. In lessons, pupils benefit from the very strong subject knowledge of their teachers. Pupils with special educational needs and/or disabilities (SEND) are well supported in their learning.
Pupils achieve very well and are well prepared for the next steps in their education or employment.
There is a strong emphasis on developing pupils beyond the academic. This is exemplified by the huge range of additional opportunities and activities that are provided, inclu...ding the orchestra, rock band, a variety of sports clubs, the Duke of Edinburgh's Awards Scheme, and the Faith in Action programme.
Behaviour in lessons and around the school is exemplary. Bullying is very rare and when it does happen, it is quickly dealt with. Pupils feel safe in school.
They are proud of the school's diversity, and they are very respectful of pupils from different backgrounds and with different abilities. Parents and carers are overwhelmingly positive about the school and are keen to praise staff for the care shown to their children.
What does the school do well and what does it need to do better?
Leaders want all pupils to realise their potential.
This vision underpins all aspects of the school's work. Pupils consistently benefit from a highly effective curriculum which is delivered with expertise by committed and well-trained teachers. Leaders are ambitious for all pupils, including those with SEND who access the same curriculum as their peers.
The sixth-form curriculum demonstrates similar ambition, sometimes using university level resources to expand pupils' understanding.
Staff know pupils and their individual needs well and they make sure that lessons and activities are tailored to meet these needs. Complex and challenging content is routinely broken down into smaller chunks.
Teachers regularly check pupils' understanding. This means that they know quickly when there are gaps in knowledge that need to be addressed, and pupils know how well they are doing and what to do to improve.
Reading is promoted widely across the whole school.
This includes targeted help for those pupils who need additional help, including those who are in the early stages of learning English. Leaders have also put a comprehensive programme of additional tuition in place and make sure that opportunities for success are open to all.
Pupils routinely display a very positive attitude to their learning.
Pupils attend regularly. They take pride in their work and in the school. Lessons are not disrupted by negative behaviour, and pupils say that bullying is extremely rare.
Pupils show high levels of respect to each other, to staff and to visitors. Well-established routines and high expectations mean that excellent behaviour extends beyond the classroom. Behaviour in corridors and at social times is calm, friendly and safe.
Pupils' wider development is not an addition to the school's curriculum. Instead, this runs through all aspects of school life. A very well-planned personal, social and health education programme is in place for all year groups.
This helps pupils learn how to stay safe and healthy and has a strong emphasis on promoting equality and tackling discriminatory behaviour. Leaders ensure that pupils receive appropriate careers education. This becomes more tailored as pupils move through the school.
Leaders provide an ambitious package of support and advice to sixth-form students, including university visits, 1:1 careers meetings and work experience opportunities.
Leaders provide a wealth of enrichment opportunities and take-up by pupils is high. As well as the wide variety of clubs, sports and trips on offer, pupils have the chance to develop their own leadership skills.
This includes the school council, prefect system, peer mentors, a paired reading programme and the Faith in Action charity work.
Staff are proud to work at the school. Their professional development is prioritised by leaders.
The work of the school is held in high regard by others, and leaders share their practice with other schools in the trust and in the diocese. Governors are well equipped to fulfil their statutory duties and to hold leaders to account. They know the school well and are appropriately trained.
They share the vision of leaders to develop the potential of all learners in a safe and supportive environment.
The arrangements for safeguarding are effective.
Leaders have ensured that safeguarding is prioritised across the school.
All members of staff and governors are regularly trained and know what to do if they have any concerns, no matter how small, about a pupil. Leaders have put effective reporting and recording systems in place. Leaders work with a range of agencies to secure the most appropriate support for vulnerable pupils.
Where pupils need additional support, leaders are persistent and tenacious in securing this.
Pupils feel safe in school and know how to report any concerns. They have been taught how to stay safe, including how to stay safe online.
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