St Mary's Catholic School

St Mary's Catholic School Where to pupils come from and Go to

St Mary's Catholic School A Level, GCSE Exam Results, Tables and Graphs

St Mary's Catholic School KS2, GCSE, Alevel Results and Performance

Ofsted report, English Baccalaurate, value Added

St Mary's Catholic School University Leavers Data

Address

Windhill
Bishop's Stortford
Hertfordshire
CM23 2NQ

Tel

01279 654901

Fax

01279 653889

Email

info@stmarys.net

Web

www.stmarys.net

If you are a representative of St Mary's Catholic School and wish to add to or amend the information we hold on the school please click here

St Mary's Catholic School, Bishop's Stortford is a state school for boys and girls aged from 11 to 18.

Local authority: Hertfordshire

Pupils: 941

Religion: Roman Catholic

Open days: Early October.

Report: Ofsted/Other inspection report

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St Mary's Catholic School has won a Good Schools Guide Award. Click here to see.

Good Schools Guide Review Snapshot

Aims to produce well-rounded youngsters with values they can defend. Unlike some local schools, St Mary's does not practise backdoor selection so has, the head stresses, a truly comprehensive intake. Some grumbles from pupils that they don't always get individual attention, particularly in larger classes. School says, 'In part, our drive to increase standards has raised the demands... Read More

School Self Portrait

St Mary’s Catholic School is a High Performing Specialist School in Performing Arts and Languages with special provision for Able, Gifted and Talented pupils. We are a Christian community dedicated to living out the Gospel’s teachings and values.

We are committed to raising standards of achievement through increased quality of teaching and learning and extending extra-curricular opportunities... Read More

The Good Schools Guide Review of St Mary's Catholic School, Bishop's Stortford, CM23 2NQ

Our View

░░░░ ░░ ░░░░░░░ ░░░░-░░░░░░░ ░░░░░░░░░░ ░░░░ ░░░░░░ ░░░░ ░░░ ░░░░░░. ░░░░░ ░░░ ░░░░░░░░ ░░░░░░░ ░░░ ░░░ ░░░░ ░░ ░░░░ ░░░░░ ░░░░░░░░ ░░░░░░░░ ░░ ░░░░░ ░░░░░, ░░ ░ ░░░░░ ░░░ ░░░░░░░░░░░░ ░░░░░░░░░░ ░░░░░░░░░░░.

Head

░░░░░ ░░░░, ░░ ░░░░░░░ ░░░░░░ ░░ ░░░░ ░░░░ ░░░. ░░░░░░░░ ░░ ░░░░░░░░ ░░░░░░░ ░░░░ ░░░░░░ ░░ ░░░░░░░ ░░░░░░░░░░ ░░░ ░░░░░░░░░░ ░░ ░░░░░░░░░, ░░░░░ ░░ ░░░░░░░ ░░░░░ ░░░ ░░░░░░░░. ░░░░░░ ░░░░░ ░░░ ░░ ░░ ░░░░░░░░░ ░░░░░░ ░░░░░░ ░░ ░░░░ ░░ ░░░░░░ ░░░░ ░░ ░░░░░░ ░░ ░░░░░' ░░░░░░ ░░ ░░ ░░░░░░. ░░░░░ ░░ ░ ░░░░░░░ – ░░░ ░░░░░░░░░░ ░░░░░░░░░░░░ ░░░░ ░░░░ ░░░░░░░░░ ░░░ ░░░░░░░░░; ░░░░░░░░ ░░░░░░░░░░░░ ░ ░░░░░░░ ░░░░ ░░ ░░░░░░░ ░░░░░░ ░░ ░ ░░░░░░ ░░░░ ░░░░. ░░░░░░░ ░░░░ ░░░░░ ░░░░░░░░. ░░ ░░░░ ░░░░░░░░ ░░ ░░░░░░ ░░░░, '░░░░░ ░░ ░░░░ ░░░░░░░░░ ░░░ ░░░░░░░░░ ░░░░░░░ ░░░ ░░ ░░.' ░░░░░ ░░░░░░░ ░░░░░░░ ░░░░░░░░░░ ░░ ░░░ ░░░░ ░░░░░ ░░░░ ░░░░░ ░░░ ░░░░ ░░░ ░░░░░░░░░░░░.

Academic Matters

░░░░░░ ░░░ ░░░░░░ ░░ ░░░░░ ░░░░░░░ ░░░░░░ ░░ ░░░░ ░, ░░░░ ░░░░░░░ ░░░░ ░░░ ░░░░░, ░░░░░░░░░░ ░░░░░░░ ░░░░░. ░░░░ ░░░░░░░ ░░░ ░░░░ ░░░░ ░░░░ ░░ ░░░░ ░░░░░░░░░░░░; ░░ ░░░ ░░░░ ░*/░ ░░░░░░ ░░ ░░░░. ░░ ░ ░░░░░, ░░ ░░░ ░░░░ ░*/░ ░░░░░░; ░░░░░░░░░, ░░░░ ░░░░░░░ ░░░ ░░░░░░░ ░░░░░░░░░░ ░░░░░░░ ░░░░░░░. ░░░░░░░░░░░░ ░░ ░░░░░░░░░░░ ░ ░░░░░░ ░░░░░░░ ░░░░░░░ ░░░░░░░, ░░░░ ░░░░░░░░░░ ░░░░ ░░░ ░░░ ░░░░░░░░. ░░░ ░░░░ ░░░░░░ ░░░░░ ░░░░ ░░░░░░░░░ ░░░░░░░░░░ ░░░ ░ '░░░░░░ ░░ ░░░░░░░' ░░░░░. ░░░░ ░░░░░░░░ ░░░░ ░░░░░░░░░░, ░░░░ ░░░░░░ ░░ ░░░ ░░░░░░░░. ░░░░░ ░░ ░░░░ ░░░░░░░ ░░░ ░░░░░░░░░ ░░░░░░░░ ░░░░ ░░░, ░░░░, ░░░░░░░ ░░░░░, ░░░ ░░░ ░░; ░░░░ ░░░░░░░░░░░ ░░░ ░░░░░░░ ░░░░░ ░░ ░░░░ ░░ ░░░░░░░░. ░░░░ ░░ ░░░░-░░░░░░ ░░░░░░░ ░░░░░░ ░░ ░░░░░░░ ░░░░░░░░░ ░░░. ░░░░ ░░░░░░░░ ░░░░ ░░░░░░ ░░░░ ░░░░ ░░░'░ ░░░░░░ ░░░ ░░░░░░░░░░ ░░░░░░░░░, ░░░░░░░░░░░░ ░░ ░░░░░░ ░░░░░░░. ░░░░░░ ░░░░, '░░ ░░░░, ░░░ ░░░░░ ░░ ░░░░░░░░ ░░░░░░░░░ ░░░ ░░░░░░ ░░░ ░░░░░░░ ░░░ ░░░░░░░░░░░ ░░ ░░░ ░░░░░░, ░░░ ░░ ░░ ░░░ ░░░░ ░░░░ ░░░░ ░░░░ ░░░░░ ░░░ ░░░ ░░░░░░ ░░░░░ ░░░░ ░░ ░░░░░ ░░░░ ░░░░░░░░░░░░░░ ░░ ░░░░ ░░ ░░░░ ░░░ ░░░░░'. ░░░░░ ░░░░░░░ ░░░░░ – '░░ ░░░░ ░░░░░ ░░░░░░░░ ░░░░░░, ░░ ░░░░░ ░ ░░░░ ░░░░░░░░░░, ░░░ ░░░ ░░ ░░░░ ░░░ ░░░░░ ░░░░░░ ░░░░ ░░░ ░░░░, ░░░.'

Games, Options, the Arts

░░░░░░ ░░ ░░░░░ ░░ ░░░░░░░░, ░░░░░░░░░░░ ░░░ ░░░░░░ ░░ ░░░░░░░░ ░░░ ░░░░░░░░░░░░░ ░░░ ░░░░░░ ░░░░░░ ░░░░░░░░░ ░░░░░ ░░ ░░░░░ ░░░ ░░░░░░░ ░░ ░░░░░░. ░░░░-░░░░░░░ ░░░░░-░░░░░░░░░░ ░░░░░░░░░░ ░░░░░░░ ░ ░░ ░ ░░░ ░░░░░░ ░░ ░░░░░. ░░░░░░░ ░░░░░ ░░░ ░░░░░ ░░░░░░░░░░░░ ░░░░░░░░░ ░░░░░ ░░░░░░░ ░░ ░░░░░░ ░░ ░░░░░░░░░░ ░░░░ ░░░░░░░ ░░ ░░░░░░░░ ░░░░░░░░░. ░░░░ ░░░░ ░░░░, ░░░░░, ░░░░░░░░░, ░░░░░ ░░░░░ ░░░. ░░░░░ ░░░░░ ░░░ ░░░░░░ ░░░░░░ ░░░░░░░░ ░░░░ ░░░░░ ░░░░░ ░░░░░░░, ░░░░░░░ ░░░░, ░░░░░░░░ ░░░░, ░░░░░ ░░░ ░░░ ░░░. ░░░░ ░░░░░ ░░░░░ ░░░░░ ░░ ░░░░░░░░░░░ ░░░░ ░░░░░░ ░░ ░░░░░░░░░'░ ░░░░░░░ ░░░░░░. ░░░░░░ ░░░ ░░░░░░░░░░ ░░ ░░░░ ░░ ░░░ ░░░░░░░░░ ░░░░░░░ ░░░░░░░ ░░░░░░░░░░, ░░░░ ░░░░░░░░ ░░░░░░░░░░ ░░ ░░░░░░░░░░░ ░░░░ ░░░ ░░░░░░░░░, ░░░░░░░░░ ░░░-░░░░░.

Academic Matters

░░░░░░ ░░░ ░░░░░░ ░░ ░░░░░ ░░░░░░░ ░░░░░░ ░░ ░░░░ ░, ░░░░ ░░░░░░░ ░░░░ ░░░ ░░░░░, ░░░░░░░░░░ ░░░░░░░ ░░░░░. ░░░░ ░░░░░░░ ░░░ ░░░░ ░░░░ ░░░░ ░░ ░░░░ ░░░░░░░░░░░░; ░░ ░░░ ░░░░ ░*/░ ░░░░░░ ░░ ░░░░. ░░ ░ ░░░░░, ░░ ░░░ ░░░░ ░*/░ ░░░░░░; ░░░░░░░░░, ░░░░ ░░░░░░░ ░░░ ░░░░░░░ ░░░░░░░░░░ ░░░░░░░ ░░░░░░░. ░░░░░░░░░░░░ ░░ ░░░░░░░░░░░ ░ ░░░░░░ ░░░░░░░ ░░░░░░░ ░░░░░░░, ░░░░ ░░░░░░░░░░ ░░░░ ░░░ ░░░ ░░░░░░░░. ░░░ ░░░░ ░░░░░░ ░░░░░ ░░░░ ░░░░░░░░░ ░░░░░░░░░░ ░░░ ░ '░░░░░░ ░░ ░░░░░░░' ░░░░░. ░░░░ ░░░░░░░░ ░░░░ ░░░░░░░░░░, ░░░░ ░░░░░░ ░░ ░░░ ░░░░░░░░. ░░░░░ ░░ ░░░░ ░░░░░░░ ░░░ ░░░░░░░░░ ░░░░░░░░ ░░░░ ░░░, ░░░░, ░░░░░░░ ░░░░░, ░░░ ░░░ ░░; ░░░░ ░░░░░░░░░░░ ░░░ ░░░░░░░ ░░░░░ ░░ ░░░░ ░░ ░░░░░░░░. ░░░░ ░░ ░░░░-░░░░░░ ░░░░░░░ ░░░░░░ ░░ ░░░░░░░ ░░░░░░░░░ ░░░. ░░░░ ░░░░░░░░ ░░░░ ░░░░░░ ░░░░ ░░░░ ░░░'░ ░░░░░░ ░░░ ░░░░░░░░░░ ░░░░░░░░░, ░░░░░░░░░░░░ ░░ ░░░░░░ ░░░░░░░. ░░░░░░ ░░░░, '░░ ░░░░, ░░░ ░░░░░ ░░ ░░░░░░░░ ░░░░░░░░░ ░░░ ░░░░░░ ░░░ ░░░░░░░ ░░░ ░░░░░░░░░░░ ░░ ░░░ ░░░░░░, ░░░ ░░ ░░ ░░░ ░░░░ ░░░░ ░░░░ ░░░░ ░░░░░ ░░░ ░░░ ░░░░░░ ░░░░░ ░░░░ ░░ ░░░░░ ░░░░ ░░░░░░░░░░░░░░ ░░ ░░░░ ░░ ░░░░ ░░░ ░░░░░'. ░░░░░ ░░░░░░░ ░░░░░ – '░░ ░░░░ ░░░░░ ░░░░░░░░ ░░░░░░, ░░ ░░░░░ ░ ░░░░ ░░░░░░░░░░, ░░░ ░░░ ░░ ░░░░ ░░░ ░░░░░ ░░░░░░ ░░░░ ░░░ ░░░░, ░░░.'

Background and Atmosphere

░░░░░░░░░░░ ░░ ░░ ░░░░░ ░░ ░░░░ ░░ ░░░░ ░░ ░ ░░░░░' ░░░░░░░ ░░░ ░░-░░ ░░░░░ ░░░░. ░░░░░░░░ ░░░░ ░░░ ░░░░░░ ░░ ░░░░░░'░ ░░░░░░░░░ ░░ ░ ░░░░░ ░░░ ░░░░░░░░ ░░░░. ░░░░ ░░ ░░░ ░░░░░░ ░░░ ░░░░░ ░ ░░-░░░░░░ ░░░░ ░░░░ ░░░ ░░░░ ░░░░░░░. ░ ░░░░░░░ ░░ ░░░ ░░░ ░░░. ░░░ ░░░ ░░░░░░░ ░ ░░░░░░ ░░░░░░░ ░░░ ░░░░░░ ░░░░ ░░░░ ░░░░░░░░ ░░░░░ ░░░░░ ░░░░ ░░░░░░ ░░░░░░░░ ░░░░░░ ░░ ░░░░░ ░░░ ░░░░ ░░░░░ ░░░ ░░░░░░░░░░. ░░░ ░░░ ░░ ░░░░░░░ ░░░ ░░░░ ░░░ ░░░ ░░ ░░░░; ░░░░░ ░░ ░ ░░░ ░░░░░░░ ░░░░░░░░/░░░░░░ ░░░░░░░░░, ░░░░░░ ░░░ ░░░░░ ░░░░░ ░░░░░░░░░░, ░░░ ░░░ ░░░░░ ░░░.

Pastoral Care and Discipline

░░░░░░ ░░░░ ░░░ ░░░░░░░░. ░░░░░░ ░░░ ░░░░░░ ░░ ░░░░░░░░░░ ░░░░░░ ░░░ ░░░ ░░░░░░░░ ░░░ ░░░░░░░ ░░░ ░░░░░░░░░░░ ░░░░░ ░░░░. ░░░░░░░░░░ ░░░░░░░░░░░░░░░, ░░░░. ░░░░░ ░░░░ ░░░░ ░░░░░░░░░░░░; ░░░░░░░░░ ░░░░ ░░░░ ░ ░░░░ ░░ ░░░░░░░ ░░░░░░ ░░ ░░ ░░░ ░░░░░░░░ ░░ ░░░░░░░░. ░░░░ ░░░░ ░░ ░░░░ ░░░ ░░░░░░░ ░░░░░░░░ ░░░ ░░░ ░░░░░░ ░░ ░░░░░░░ ░░░░░░░░░░░ ░░ ░░░░░░░░░░░ ░░░░ ░░░░░ ░░░░. ░░░░░░ ░░░░░░░░░░░ ░░░░░░░ ░░░░ ░░░░░░░ ░░░░░░░ ░░ ░░░░░░░░░ ░░░ ░░ ░░░░░░░░░ ░░░░ ░░ ░░░░░░░ ░░░░░░░░░. ░░░░░░░░░░░ ░░░░░-░░░░░░░ ░░░░ ░ ░░░░ ░░░░░░░░/░░░░░░░░░ ░░░░ ░░░░ ░░░░░░ ░░░░░░░ ░░ ░░░ ░░ ░░░░ ░░. ░░░░ ░░░░░░ ░░░░░░░░ ░░░░░. ░░░░░ ░░░ ░░░░░░░ ░░░░░-░░░░ ░░░░░░ ░░░ ░░░░░░░░░░░ ░░░░░░░░; ░░░░░░ ░░░░░░ ░░░░, ░░░░░░░░ ░░░░░░ ░░░░░░░░░░.

Pupils and Parents

░░░░░░░░░░░░░ ░░░░░ ░░░░░░░░ ░░░░░░░░. ░░ ░░░░'░ ░░░░░░ ░░░ ░░░ ░░░░░░ ░░░░░░░, ░░░░░ ░░░░░░░░░ ░░░░ ░░░░░░'░ ░░░░░░░░░ ░░ ░░░░░░░░░, ░░░░░░░░ ░░░ ░░░░░░░ ░░░░░ ░░░ ░░░░ ░░░░░░ ░░░░░░ ░░░░░░░░░░░ ░░░░░░░░░ ░░░░░░ ░░░░░░░░░░░░░ ░░░ ░░░░░. ░░░░░░ ░░░░ ░░░░░ ░░░░░░░, ░░ ░░░░'░ ░░░░ ░░░ ░░░░░░░░ ░░░░░░░░ ░░░░░░░░░ ░░ ░░░, ░░░ ░░░░ ░░░░░░░░, ░ ░░░░░ ░░░░░░░░░░░░░ ░░░░░░. ░░░░░░ ░ ░░░░░░ ░░░░░░░░ ░░░░ ░░ ░░░░░░ ░░░░ ░░ ░░░░ ░░░░░░░░░░ ░░░ ░░░░░░ ░░░░░░░░. ░░░░ ░░░░░░░░░░░░ ░░░░░░░ ░░░ ░░░░-░░░░░░░ ░░░░ ░░░░░░░ ░░░░░░░ ░░░ ░░░.

Entrance

░░░ ░░░░░░░░ ░░ ░░░░ ░░░░ ░░░░░. ░░░░░░░ ░░░░░░░░░░░░░░ – ░░░░ ░░░░░░░░░░ ░░░░░░░░░ ░░░ ░░░░ ░░░ ░░ ░ ░░░░░. ░░░░░ ░░░░░░░░ ░░░░ ░░ ░░░░░░░░ ░░░░░░░░ ░░░░ ░ ░░░░░░░ ░░ ░░░░░░ ░░ ░░░ ░░░░░░. ░░░░ ░░ ░░░░ ░░░ ░░░░░░░░ ░░░░░░░░░░ ░░░░ ░░ ░░░░░░░ ░░░░░░░░░░. ░░░░░░ ░░░ ░░░░░░░ ░░░░░░░░░ ░░ ░░░░░ ░░░░░░░░░░ ░░░░, ░░░░ ░░ ░░░ ░░░░ ░░░░░ ░░ ░░░░░░░░ ░░ ░░░░░░'░ ░░░░░░░░░ ░░░ ░░░░░░░░░░░░░░, ░░ ░░░ ░░░░ ░░░░░ ░░ ░░░░░░░░ ░░ ░░░░░ ░░░░░ ░░ ░░░ ░░░ ░░░░░░ ░░░░░░░ ░░░ ░░ ░░░ ░░░░ ░░ ░░░░░ ░░░░░░ ░░ ░░░░░░░ ░░░░ ░░░░░░░░░░░ ░░░░░ ░░░░░░░░. ░░░░ ░░░░ ░░░ ░░░░░ ░░░░░░░░ ░░░░░░░░░░ ░░░ ░░░'░ ░░░ ░░░ ░░░░░ ░░░░░░░░. ░░░░░░░░░ ░░░░ ░░░░░░ ░░░░░░ ░░ ░░░░░ ░░░░ ░ ░░░-░░░░░░░░ ░░░░░░░ ░░ ░░░ ░░░░░░. ░░░░░░░ ░░░ ░░░░░░ ░░░ ░░░░ ░░░░░░░░░░ ░░░░░░░░░░░. ░░░░░░░░ ░░ ░░░░░ ░░░░ ░░ ░░░░░░░░░ ░░ ░░░░ ░░░░░░. '░░ ░░░░░░░░ ░░░ ░░░ ░░░░ ░░ ░░░░░░░ ░░░ ░░░░░, ░░ ░░░░░░ ░░░░ ░░░░ ░░░░░ ░░░░ ░░░░░░ ░░░ ░░░░ ░░ ░░░░░░░░░░░ ░░░░░░░░░.'

Exit

░ ░░░ ░░░░░░ ░░░░░ ░░░░░ ░░░░░ ░░ ░░░░ ░░ ░░░░░ ░░░░░ ░░░░░ ░░ ░░░ ░░░░, ░ ░░░ ░░ ░░░░░░░░ ░░ ░░░░. ░░░ ░░░░░░░░ ░░ ░░░░░ ░░░░░░░ ░░░ ░░░░░ ░░░░ ░░ ░░ ░░ ░░░░░░░ ░░░░░░░░░, ░░░░ ░ ░░░░░░░ ░░░░░ ░░░░░░░░ ░░ ░░░░░░░░░░. ░░░ ░░ ░░░ ░░░░ ░░░░░ ░░░░ ░░░ ░░░░░░░░, ░░░ ░░░ ░░░░ ░░░░░ ░░ ░░░ ░░░░ ░░░░░░ ░░░░░░░░ ░░░░ ░░░ ░░░░░░░░░░░░ ░░ ░ ░░░ ░░░░ ░░ ░░░░░░░░░ ░░░░░░░ ░░░░░░░░░.

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Special Education Needs Survey

SEN Statement

The SEN provision at St Mary's is high quality: SEN staff are well qualified, dedicated and experienced. However, this high quality provision is limited by funding, and most applicants to the school are very able in academic terms.
Nov 09.

Autistic Spectrum Disorder

	Currently no provision for.	Can provide for but no experience of	Experience of	Now provide for in school	Centre of Excellence for.
Aspergers Syndrome Mild
Aspergers Syndrome Moderate
Aspergers Syndrome Severe
Autism Mild
Autism Moderate
Autism Severe
Semantic Pragmatic Disorder
Other Autistic

Behavioural Difficulties

	Currently no provision for.	Can provide for but no experience of	Experience of	Now provide for in school	Centre of Excellence for.
Attention Deficit Disorder Mild
Attention Deficit Disorder Moderate
Attention Deficit Disorder Severe
Attention Deficit / Hyperactivity Disorders Mild
Attention Deficit / Hyperactivity Disorders Moderate
Attention Deficit / Hyperactivity Disorders Severe
Emotional and behavioural difficulties Mild
Emotional and behavioural difficulties Moderate
Emotional and behavioural difficulties Severe
Conduct Disorders
Obsessive Compulsive Disorders
Oppositional Defiant Disorders
Tourettes and other tic disorders

Genetic and related Disorders

	Currently no provision for.	Can provide for but no experience of	Experience of	Now provide for in school	Centre of Excellence for.
Down's Syndrome Mild
Down's Syndrome Moderate
Down's Syndrome Severe
Fragile X
Other genetic

Learning difficulties

	Currently no provision for.	Can provide for but no experience of	Experience of	Now provide for in school	Centre of Excellence for.
Moderate learning difficulties
Profound and multiple learning difficulties
Severe learning difficulties

Specific learning difficulties

	Currently no provision for.	Can provide for but no experience of	Experience of	Now provide for in school	Centre of Excellence for.
Dyscalculia Mild
Dyscalculia Moderate
Dyscalculia Severe
Dyslexia Mild
Dyslexia Moderate
Dyslexia Severe
Dyspraxia Mild
Dyspraxia Moderate
Dyspraxia Severe
Other Specific Learning Difficulties Mild
Other Specific Learning Difficulties Moderate
Other Specific Learning Difficulties Severe
English as an additional language

Sensory Impairment

	Currently no provision for.	Can provide for but no experience of	Experience of	Now provide for in school	Centre of Excellence for.
Hearing Impairment Mild
Hearing Impairment Moderate
Hearing Impairment Severe
Multi-sensory Impairment
Speech and Language Difficulties
Visual Impairment Mild
Visual Impairment Moderate
Visual Impairment Severe

Medical and Related Needs

	Currently no provision for.	Can provide for but no experience of	Experience of	Now provide for in school	Centre of Excellence for.
Cerebral Palsy Mild
Cerebral Palsy Moderate
Cerebral Palsy Severe
"Delicate" children
Epilepsy
Eating disorders
Physical Difficulties (Not indicated elsewhere.)
Other

General Questions


Are all children tested for SEN on entry to the school?		Primary school information indicates which pupils will benefit from standard tests.
Please outline the screening programmes used by the school.
How many children with statements of need or equivalent do you have in the school?
Do you make special provision for exceptionally gifted children?		We are a High performing Specialist School with special provision for Able, Gifted & Talented.
Please outline what is on offer for such children		We are a High performing Specialist School with special provision for Able, Gifted & Talented. Provision is made in the standard curriculum and we have attained the Challenge Award For Excellence in Provision for Able, Gifted and Talented Pupils. Out of hours learning is provided through masterclasses, and through summer schools.
Please indicate if the school has or has available to it any of the following:
Behaviour Support Unit.
Learning Support Unit.
Pupil Referral Unit.
Other withdrawal.
Specialist language centre		accredited by the Specialist Schools and Academies Trust as a specialist school in Languages.
Schemes or Initiatives such as SHARE or Playing for Success.		Heartbeat Award and Healthy Schools Award
Please indicate if the school has any of the following characteristics:
SEN accreditation, for example by CRESTED?
Centre of excellence for SEN that is Not already outlined?
Good wheelchair access
Provides outreach support?
Receives outreach support?
Do children with SEN participate fully in sport and other extracurricular activities?
Please provide information on staffing. Does the school have:
A SENCO or equivalent?
Staff who will administer prescription medicines to a child
Qualified teaching staff with learning support or SEN commitment(please say how many, in full-time equivalent).		1
Non-teaching staff with learning support or SEN commitment(please say how many, in full-time equivalent).		110 hrs per week.
Please list specialist qualifications held by teaching staff with learning support or SEN commitment.
Please list specialist qualifications held by non-teaching staff with learning support or SEN commitment.

St Mary's Catholic School

St Mary's Catholic School Where to pupils come from and Go to

St Mary's Catholic School A Level, GCSE Exam Results, Tables and Graphs

St Mary's Catholic School KS2, GCSE, Alevel Results and Performance

Ofsted report, English Baccalaurate, value Added

St Mary's Catholic School University Leavers Data

St Mary's Catholic School

St Mary's Catholic School, Bishop's Stortford is a state school for boys and girls aged from 11 to 18.

Good Schools Guide Review Snapshot

School Self Portrait

The Good Schools Guide Review of St Mary's Catholic School, Bishop's Stortford, CM23 2NQ

Our View

Head

Academic Matters

Games, Options, the Arts

Academic Matters

Background and Atmosphere

Pastoral Care and Discipline

Pupils and Parents

Entrance

Exit

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Special Education Needs Survey

Autistic Spectrum Disorder

Behavioural Difficulties

Genetic and related Disorders

Learning difficulties

Specific learning difficulties

Sensory Impairment

Medical and Related Needs

General Questions

School Features

St Mary's Catholic School Catchment Area Map

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