Ackton Pastures Primary Academy
Catchment Area, Reviews and Key Information

Primary
PUPILS
353
AGES
3 - 11
GENDER
Mixed
TYPE
Academy converter
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
01924 306 052

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
(07/03/2023)
Full Report - All Reports
58%
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)
College Grove
Whitwood
Castleford
WF10 5NS
01977802322

School Description

This is a friendly and happy school. Many pupils told me how much they love coming to the school. Pupils say that behaviour is good in the school and getting better. They are adamant that bullying is rare. Teachers deal swiftly with any misbehaviour. Pupils’ attitudes are good. They work hard in lessons and achieve well. Teachers have high expectations for all pupils in school. Teachers want pupils to succeed in every area of school life. Pupils told me they want a good job and career in the future. Pupils spoke about how much they like their teachers. They say that they feel safe. The school is a positive and bright place. Pupils benefit from the well-ordered and attractive school environment. Displays in classrooms, shared areas and corridors are of high quality. The learning environment celebrates pupils’ good work and highlights important information for learning. Pupils are proud of their work and proud of their school. Parents are supportive of the school. One correctly stated that ‘the new management and staff have pulled together to make this school work.’ What does the school do well and what does it need to do better? The school benefits from having a skilled senior leadership team. Leaders are relentless in their efforts to ensure that the school constantly improves. All staff share the ambition to provide the best education for pupils. There is a strong sense of teamwork. Leaders make every effort to support teachers. Teachers say that they have enough time to get their work completed. This ensures that staff can do their jobs well. The school is supported greatly by expertise and support from the trust. Regular opportunities to work with other schools accelerates the rate of improvement across the school. Pupils are at the very heart of all the school does. Staff treat pupils equally. Pupils have every opportunity to succeed. Leaders have made sure that learning is well planned and sequenced in all subjects. Curriculum plans clearly show that teaching builds pupils’ skills and knowledge over time. Leaders have identified the important subject vocabulary that pupils need. Teachers are starting to plan lessons in a way that helps pupils to remember what they have been taught. Although teaching covers the whole curriculum, some pupils find it hard to remember some significant parts of their learning. This stops them making links and connections between key ideas and concepts. Phonics teaching is effective. However, leaders have a clear commitment to making pupils’ early reading skills even better. During the inspection, a group of children in Nursery shared books with an adult with great enjoyment and enthusiasm. Most children in Reception already know their letter sounds and use them to read harder words. Teachers ensure that pupils learn, remember and blend sounds together. Pupils who fall behind get extra support. All reading books match pupils’ early reading skills. This means that pupils can read them with confidence on their own. Consequently, pupils are becoming fluent readers. There is no doubt that reading is a high priority for the school. Reading corners in classrooms are attractive and inviting. Quality books are chosen with care by teachers to reflect pupils’ interests. Pupils love choosing a book. All pupils enjoy a story being read to them before they go home. Pupils told me several times that they loved reading. The school supports pupils with special educational needs and/or disabilities (SEND) well. All pupils with SEND have access to the good-quality curriculum. Work is adapted so that it meets pupils’ individual needs. Staff make sure that activities and resources match pupils’ abilities. This helps pupils with SEND to achieve more over time. Behaviour in every area of the school is good. Children in the early years are independent and creative. Children in Nursery are settled and developing good listening and speaking skills. Children explored with water, containers and guttering to find out about ‘empty’ and ‘full’. Pupils’ behaviour in all classes, in the hall and at breaktimes is calm and sensible. They are friendly, polite and well mannered. Doors were often held open for me. In lessons, pupils are bright, alert and enthusiastic. They are determined to succeed. Pupils speak maturely about the school values they learn each month. They explained about ‘tolerance’ of difference, and how learning about being resilient, responsible and respectful helps them do well in school. Pupils are very proud of the ‘Promise Books’ they have for each class. The books document pledges from teachers about the things pupils will do in the future. Some favourite pledges were taking part in a ‘Roman day’, building dens in forestry learning, singing in ‘Youth Voice’ and playing the recorder. Leaders are determined to improve pupils’ attendance. A great deal of work has been done to encourage regular attendance. This includes a range of rewards and incentives for good attendance. The trust’s educational welfare officer has recently begun work in school. Early signs are that attendance is improving. Yet there is some way to go before pupils’ rates of attendance match those found nationally. Pupils know that missing school can harm their learning.

Ackton Pastures Primary Academy Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>51, "agree"=>43, "disagree"=>2, "strongly_disagree"=>2, "dont_know"=>2} UNLOCK Figures based on 47 responses up to 12-03-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>49, "agree"=>45, "disagree"=>4, "strongly_disagree"=>2, "dont_know"=>0} UNLOCK Figures based on 47 responses up to 12-03-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>30, "agree"=>51, "disagree"=>11, "strongly_disagree"=>9, "dont_know"=>0} UNLOCK Figures based on 47 responses up to 12-03-2023
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>60, "strongly_agree"=>2, "agree"=>23, "disagree"=>6, "strongly_disagree"=>2, "dont_know"=>6} UNLOCK Figures based on 47 responses up to 12-03-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>19, "agree"=>43, "disagree"=>21, "strongly_disagree"=>15, "dont_know"=>2} UNLOCK Figures based on 47 responses up to 12-03-2023
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>23, "strongly_agree"=>34, "agree"=>15, "disagree"=>17, "strongly_disagree"=>9, "dont_know"=>2} UNLOCK Figures based on 47 responses up to 12-03-2023
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 12-03-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>36, "agree"=>30, "disagree"=>11, "strongly_disagree"=>4, "dont_know"=>19} UNLOCK Figures based on 47 responses up to 12-03-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>45, "agree"=>38, "disagree"=>4, "strongly_disagree"=>2, "dont_know"=>11} UNLOCK Figures based on 47 responses up to 12-03-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>32, "agree"=>38, "disagree"=>9, "strongly_disagree"=>19, "dont_know"=>2} UNLOCK Figures based on 47 responses up to 12-03-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>38, "agree"=>32, "disagree"=>6, "strongly_disagree"=>4, "dont_know"=>19} UNLOCK Figures based on 47 responses up to 12-03-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>40, "agree"=>47, "disagree"=>6, "strongly_disagree"=>6, "dont_know"=>0} UNLOCK Figures based on 47 responses up to 12-03-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>32, "agree"=>32, "disagree"=>15, "strongly_disagree"=>9, "dont_know"=>13} UNLOCK Figures based on 47 responses up to 12-03-2023
Yes No {"yes"=>72, "no"=>28} UNLOCK Figures based on 47 responses up to 12-03-2023

Responses taken from Ofsted Parent View

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