Bede Burn Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
206
AGES
4 - 11
GENDER
Mixed
TYPE
Community 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
0191 424 7746

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
(08/03/2023)
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)
Dene Terrace
Jarrow
NE32 5NJ
01914897376

School Description

Following your appointment in September 2016, you acted quickly and decisively to bring about real improvement to aspects of the school that had declined. You have ensured that pupil premium funding is used to good effect and enables disadvantaged pupils to make swift progress. Leaders have transformed the teaching of mathematics throughout the school and have convincingly improved pupils’ progress in each year group. You tackled the areas identified as requiring improvement at the last inspection robustly and as a result, the quality of education in the school remains good. You have built a strong, new, highly skilled team of senior leaders who share both your passion for education and your determination to bring about further improvement. You are now strengthening and deepening leadership capacity by training and developing new middle leaders. You have shared your vision of excellence with staff. This is quickly becoming reality in every classroom throughout the school. Lessons are characterised by high expectations and excellent attitudes to learning. Leaders’ love of learning is contagious and pupils’ interest and excitement in their learning is a tangible feature of the school. Pupils are keen to contribute and to listen carefully to their teacher and their peers. They show real pride in their work and thoughtfully act on guidance given by their teachers to improve. Pupils love to read and talk enthusiastically about the characters in the books they have read. They are not concerned if they struggle a little with a text because they know a whole range of strategies to work out unfamiliar words. They also know that other pupils are ready to lend a helping hand. They value the number and range of books in their library. Parents appreciate that you make yourself available to talk to them and pupils clearly look forward to your greeting each morning at the gate. Pupils are friendly, welcoming and polite. They are confident and thrive in this warm, safe and secure environment. Pupils say that their teachers always tell them to try and ‘have a go’. One pupil stated clearly, ‘Mistakes are ok here, as this is how we all learn.’ As a result, pupils are fearless in their learning and relish the challenges presented to them by their teachers. Governors are delighted with the changes that are taking place. They have reviewed thoroughly their own knowledge and skills and have undertaken significant training to improve these. They know how important it is to check things out for themselves such as safeguarding and provision for pupils who have special educational needs and/or disabilities. They have done so carefully and thoroughly. You value their whole-hearted support and challenge. Local authority professionals have provided leaders and governors with valued and effective support and advice through the recent period of significant change. Your evaluation of the school’s effectiveness is incisive and accurate. You know precisely what still needs to be done. Development of writing is a significant focus. Your work to embed strategies for handwriting, spelling and grammar are beginning to shine through and well-structured, high-quality writing is increasingly evident in pupils’ work. Leaders have a deep understanding of effective teaching and learning and work closely with teachers to help them constantly improve. During the inspection, you recognised clearly that sometimes pupils move too quickly from one area of learning to another and that not enough time is always given to consolidate and practise new skills. Safeguarding is effective. The leadership team has ensured that all safeguarding arrangements are fit for purpose. A strong culture of safeguarding and care permeates the school. Pupils are taught how to keep themselves safe through weekly lessons. These include how to stay safe when using the internet and playing online games. Pupils are adamant that there is no bullying in the school although from time to time they do fall out. They say their teachers will always help them to resolve any difficulties or disputes. Pupils know how harmful bullying is and some of the different forms of bullying. Staff are well trained and know what to do if they are concerned that a pupil may be at risk of harm. You make referrals to the local authority where appropriate and work effectively with multi-agency teams to support pupils and their families in times of need.

Bede Burn Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>62, "agree"=>34, "disagree"=>3, "strongly_disagree"=>1, "dont_know"=>0} UNLOCK Figures based on 68 responses up to 09-03-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>62, "agree"=>35, "disagree"=>3, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 68 responses up to 09-03-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>49, "agree"=>40, "disagree"=>7, "strongly_disagree"=>3, "dont_know"=>1} UNLOCK Figures based on 68 responses up to 09-03-2023
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>78, "strongly_agree"=>1, "agree"=>4, "disagree"=>1, "strongly_disagree"=>6, "dont_know"=>9} UNLOCK Figures based on 68 responses up to 09-03-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>29, "agree"=>49, "disagree"=>15, "strongly_disagree"=>7, "dont_know"=>0} UNLOCK Figures based on 68 responses up to 09-03-2023
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>25, "strongly_agree"=>31, "agree"=>24, "disagree"=>7, "strongly_disagree"=>12, "dont_know"=>1} UNLOCK Figures based on 68 responses up to 09-03-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>36, "agree"=>9, "disagree"=>18, "strongly_disagree"=>18, "dont_know"=>18} UNLOCK Figures based on 11 responses up to 09-03-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>44, "agree"=>41, "disagree"=>3, "strongly_disagree"=>1, "dont_know"=>10} UNLOCK Figures based on 68 responses up to 09-03-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>57, "agree"=>35, "disagree"=>4, "strongly_disagree"=>1, "dont_know"=>1} UNLOCK Figures based on 68 responses up to 09-03-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>47, "agree"=>40, "disagree"=>9, "strongly_disagree"=>1, "dont_know"=>3} UNLOCK Figures based on 68 responses up to 09-03-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>49, "agree"=>44, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>7} UNLOCK Figures based on 68 responses up to 09-03-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>51, "agree"=>41, "disagree"=>4, "strongly_disagree"=>0, "dont_know"=>3} UNLOCK Figures based on 68 responses up to 09-03-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>49, "agree"=>29, "disagree"=>9, "strongly_disagree"=>4, "dont_know"=>9} UNLOCK Figures based on 68 responses up to 09-03-2023
Yes No {"yes"=>82, "no"=>18} UNLOCK Figures based on 68 responses up to 09-03-2023

Responses taken from Ofsted Parent View

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