Hady Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
334
AGES
3 - 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
01629 537499

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
(15/03/2018)
Full Report - All Reports
87%
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)
Hady Lane
Hady
Chesterfield
S41 0DF
01246279254

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. The school is led astutely and skilfully. The leaders and the staff reflect deeply on their work and look constantly for ways to make meaningful improvements at the school. Any changes that they make reflect detailed analyses of how well the pupils are learning. The pupils make good progress over the course of their time at the school. Their progress in writing by the end of key stage 2 is exceptionally strong. You lay good foundations for this in the early years, where the children also make good progress with their writing. You responded to the recommendations from the previous inspection in a considered and systematic way. You have focused on introducing whole-school approaches to teaching and assessment, including in the early years. You have made important improvements to the learning environment in the early years, particularly the outdoor area, which have enriched the children’s learning. You have developed the quality of teaching, learning and assessment by looking at research and providing training and professional development opportunities for the staff. You have introduced an approach to teaching all subjects that emphasises ensuring that the pupils have understood fully the key learning, before they are moved on to the next piece of learning. This has been most effective in the teaching of writing, and in the early years and key stage 2, where you have focused your efforts, rather than in key stage 1. You have revised and fine-tuned the school’s policy and practice for assessing the pupils’ work and for providing the pupils with guidance on their learning. I saw during this inspection that the school’s policy is being used consistently and to good effect. The proportion of the children reaching a good level of development by the end of the early years has improved steadily since the last inspection. It is typically broadly average. The proportion of disadvantaged children reaching that standard has improved substantially over the same time. You make suitable arrangements for children to transfer from the early years to Year 1. You have identified, through careful monitoring and reflection on what happens at the school, that the children have not always been able to make the transition easily between the different curricula and styles of learning. This has contributed to a below-average proportion of the pupils reaching the expected levels in reading and writing by the end of key stage 1. The early indications are that changes that you have made have improved the pupils’ transition into Year 1. You have put in place staffing arrangements and ways of working that are enabling you to transfer the best teaching and assessment practice at the school within and between the different phases, in particular between Year 1 and the early years. Currently, the pupils in Year 1 are making better progress than the Year 1 pupils did last year. I saw many examples of very good writing produced by the pupils. The pupils write often in detail and at length. Their writing is uniformly presented to a high standard. It shows great care and pride and demonstrates how successful the teachers have been in getting the pupils interested in writing. The pupils have a good grasp of English grammar, spelling and punctuation. The teachers provide the pupils with meaningful guidance about and feedback on their work. The pupils get good opportunities to revise their work, to re-draft, to make corrections and to extend their skills. They put those opportunities to good use. The teaching makes sure that the pupils have a good understanding of the concepts involved. The pupils put that learning to good effect, when writing. Reading is promoted well throughout the school. The governing body has supported the leaders in improving the school’s facilities and resources for reading. You have even jumped out of an aeroplane, to help to raise funds! The library is now an attractive resource for the pupils. Some boys spoke to me with interest about the range of books available. Nevertheless, the boys do not make as much progress in reading as the girls. Safeguarding is effective. The school has a strong culture of safeguarding. The systems for noting and acting upon any concerns are operated securely. The staff understand and are alert to their responsibilities. They are able to draw on effective training and frequent updates to keep abreast of possible areas for concern and particular matters relevant to the pupils at the school. The school’s nurture and well-being manager is highly active and influential in this aspect of the school’s work. She epitomises the idea of constant vigilance that underpins the school’s approach. She is particularly effective in working with external agencies and with families, so that the pupils who need extra help get it. The leadership team has ensured that all safeguarding arrangements are fit for purpose. The governing body checks carefully on the school’s work to safeguard the pupils. The school records information about the pupils carefully, capturing potentially important information about the pupils in a way that enables the staff to watch for patterns or emerging issues. Inspection findings The school is, justifiably, regarded locally as a centre of good practice for the teaching of writing. The training and development of the staff has included opportunities for them to learn about assessing the pupils’ writing and to test the accuracy of their judgements. The staff in the early years and the teachers in key stage 1 seize opportunities to get the children and the pupils to apply their knowledge of phonics in a range of activities and subjects. This contributes to the great majority of the pupils reaching the expected standard in phonics by the end of Year 2. The pupils who speak English as an additional language are supported well to learn alongside their peers in lessons, including in the early years. The improvements made to the teaching, learning and assessment in the early years and key stage 2 have not been implemented fully in key stage 1. The senior leaders have every intention of doing so, as part of a carefully considered approach to improving the school. The pupils do not make quite as much progress with writing in key stage 1 as they do in the early years and key stage 2. The pupils do not make as much progress in reading and mathematics as they do in writing. The senior leaders have analysed closely the factors that led to a dip in the pupils’ progress in reading in key stage 2 in 2017. A small number of boys, in particular, made some small technical errors that resulted in them just missing out on reaching the expected level.

Hady Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>74, "agree"=>24, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 50 responses up to 20-03-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>80, "agree"=>18, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 50 responses up to 20-03-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>52, "agree"=>44, "disagree"=>4, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 50 responses up to 20-03-2024
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>68, "strongly_agree"=>12, "agree"=>10, "disagree"=>4, "strongly_disagree"=>0, "dont_know"=>6} UNLOCK Figures based on 50 responses up to 20-03-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>44, "agree"=>46, "disagree"=>6, "strongly_disagree"=>0, "dont_know"=>4} UNLOCK Figures based on 50 responses up to 20-03-2024
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>34, "strongly_agree"=>42, "agree"=>16, "disagree"=>4, "strongly_disagree"=>0, "dont_know"=>4} UNLOCK Figures based on 50 responses up to 20-03-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>64, "agree"=>36, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 11 responses up to 20-03-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>46, "agree"=>48, "disagree"=>4, "strongly_disagree"=>0, "dont_know"=>2} UNLOCK Figures based on 50 responses up to 20-03-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>62, "agree"=>32, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>4} UNLOCK Figures based on 50 responses up to 20-03-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>44, "agree"=>42, "disagree"=>10, "strongly_disagree"=>0, "dont_know"=>4} UNLOCK Figures based on 50 responses up to 20-03-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>54, "agree"=>42, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>4} UNLOCK Figures based on 50 responses up to 20-03-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>68, "agree"=>30, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>2} UNLOCK Figures based on 50 responses up to 20-03-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>58, "agree"=>36, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>4} UNLOCK Figures based on 50 responses up to 20-03-2024
Yes No {"yes"=>100, "no"=>0} UNLOCK Figures based on 50 responses up to 20-03-2024

Responses taken from Ofsted Parent View

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