Harewood Junior School
Catchment Area, Reviews and Key Information

Primary
PUPILS
352
AGES
7 - 11
GENDER
Mixed
TYPE
Foundation 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
01452 425407

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
(20/11/2018)
Full Report - All Reports
76%
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)
Harewood Close
Tuffley
Gloucester
GL4 0SS
01452525364

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You provide strong leadership and sustain an unwavering drive with your colleagues for consistent improvement. You and other leaders, including governors, set high expectations of pupils and staff. As a team, you closely monitor the quality of education provided by the school and plan effectively for improvement. You lead this team by example to ensure a culture of respect and tolerance. In particular, your collective endeavours maintain an uncompromising commitment to including pupils and meeting their academic and personal needs equally and effectively. This is evident in the strengthened way that teachers now assess and target pupils’ different needs to secure their progress from the moment they enter the school. You and your staff team maintain what one parent described as, ‘A warm and welcoming place where my son has always been happy and thrived.’ All who responded to the staff questionnaire indicated that they are proud to work in a school where leaders encourage and support them fully in their work. During the inspection, I was particularly impressed by the willingness and developing ability of pupils to think deeply and explain their ideas when questioned by adults. I was also impressed by the way pupils help each other to thrive in and out of lessons. Their genuine commitment as ‘restorative stars’ in resolving disputes between pupils at breaktimes was exemplary. Consequently, pupils achieve well both academically and personally. At the previous inspection, school leaders were asked to strengthen teaching so that a greater number of pupils made more than expected progress. You continue to give this high priority, especially by raising the level of challenge in the work presented to the pupils. You have also established a full and stimulating curriculum. You use topics well, such as by investigating the effect of exercise on pulse and heart rates in science to develop pupils’ skills and boost their enjoyment in learning. School assessments and scrutiny of pupils’ current work in books show that most pupils make strong progress and achieve well. However, these checks show that some pupils with the ability to do so are not yet achieving high standards. At times, writing skills, particularly by boys and in spelling, are not fully developed. Safeguarding is effective. Leaders, including governors, and staff ensure a strong culture of safeguarding in the school. They are diligent in fulfilling their shared duty to keep pupils safe. Leaders and administrative staff rigorously check and ensure that all adults working with pupils are safe to do so. Staff at all levels are well trained in safeguarding practice. They use their knowledge of individual pupils well to deal with any concerns that a pupil may be at risk of harm. Leaders work closely with other services and families to ensure that children are kept safe. Teachers have intensified the way they identify and support the breadth of pupils’ needs on entry to the school. Staff provide high-quality pastoral care. As a result, pupils say that they feel safe in school and parents too are confident that this is the case. Pupils are taught how to stay safe and know, for example, how to use computers and access the internet safely. Pupils say that, ‘Staff care about us and sort things out quickly.’ School records show that you respond promptly to any concerns about bullying and resolve problems effectively. The overwhelming majority of parents who responded to the online questionnaire agreed that their children are well looked after and feel safe at school. Inspection findings The first line of enquiry considered how effectively leaders ensure that more pupils, particularly those who had previously reached high standards for their age, attain high standards by the time they leave the school. You continue to place a strong emphasis on securing the best progress possible for all pupils. You have taken effective actions to extend pupils’ knowledge, skills and understanding. You have provided additional training for staff, including learning support assistants, in developing pupils’ reasoning and problem-solving skills. Teachers and assistants in all classes and during additional learning sessions have raised their expectations and increased the level of challenge in the work they present to pupils. As a result, the proportion of pupils working at higher standards for their age is increasing across the school. This is typically evident in the work in their books and most notably in their written reflections and improved ability to explain their thinking. This was seen, for example, in Year 6 as pupils rose to the challenge of solving calculations using equivalent fractions. You are also having increasing success in improving the progress in reading and writing of pupils whose previous attainment was high. Teachers routinely use interesting texts during lessons to motivate pupils. The widening range of books in the new, well-equipped and attractive library, is similarly increasing pupils’ appetite to read more frequently. As a result, more pupils read fluently, comprehend new terms and confidently infer and predict outcomes. Teachers place a greater emphasis on extending pupils’ vocabulary through providing them with interesting topics. These developments are enriching pupils’ writing skills. Pupils’ work shows their improving ability to write reflective comments and edit their written work themselves. Pupils’ eager responses to teachers’ questions, as in Year 5 when considering the ‘blood-thirsty’ nature of Viking raids, show their deepened understanding of how to improve their writing. Given the high proportion of pupils previously identified as higher attainers your school development plan rightly maintains a focus on improving their progress. Over time, national assessments of pupils at the school have shown that girls outperform boys in reading and writing. Consequently, the next line of enquiry assessed how well leaders are extending boys’ reading and writing skills and improving pupils’ ability to spell words accurately. You ensure that teachers in all classes work effectively to stimulate boys’ interest and enthusiasm in reading and writing. Teachers provide motivating books, such as ‘Football Heroes’, and base research and written work on interesting themes such as Pirates in Year 6 and Jungle Fever in Year 3. These topics prove equally attractive to girls. You and your staff also work supportively with parents to enlist their help in encouraging pupils to read more frequently at home. Teachers’ more precise checks of pupils’ skills when they start at the school have led to earlier and more effective development of pupils’ phonics, handwriting and sentencewriting skills. You now provide a lunchtime reading club to help prevent pupils from falling behind. You recognise the need to sustain these developments to help boys achieve as well as girls. Teachers now place a similarly strong emphasis on improving pupils’ spelling. The effectiveness of initiatives to widen pupils’ vocabulary is especially evident in their topic work. For example, pupils enjoy using more adventurous vocabulary to describe historical events, such as evacuations during the Second World War. Increasingly, as they move through the school pupils respond well and aid their learning by checking and correcting their own and each other’s work. This is having a positive effect. However, some pupils still spell common words incorrectly. This reduces the impact of their imaginative and well-structured writing. You work effectively to emphasise the importance of attendance to pupils and parents. As a result, most pupils attend regularly. However, rates of attendance fell last year. Hence my final line of enquiry was to establish what actions leaders and governors are taking to reduce absence. Your detailed records show that you and your staff carefully monitor attendance. With full support from governors, you provide families with the tailored help they need to secure their children’s regular attendance. The strength of your pastoral help is clearly evident in this autumn term’s improved, and again regular, attendance. This is being sustained despite an increase in the number of families experiencing difficulties that may lead to problems with attendance.

Harewood Junior School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>58, "agree"=>38, "disagree"=>0, "strongly_disagree"=>4, "dont_know"=>0} UNLOCK Figures based on 50 responses up to 20-11-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>72, "agree"=>22, "disagree"=>4, "strongly_disagree"=>0, "dont_know"=>2} UNLOCK Figures based on 50 responses up to 20-11-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>54, "agree"=>40, "disagree"=>4, "strongly_disagree"=>2, "dont_know"=>0} UNLOCK Figures based on 50 responses up to 20-11-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>60, "agree"=>34, "disagree"=>2, "strongly_disagree"=>4, "dont_know"=>0} UNLOCK Figures based on 50 responses up to 20-11-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>60, "agree"=>32, "disagree"=>4, "strongly_disagree"=>0, "dont_know"=>4} UNLOCK Figures based on 50 responses up to 20-11-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>54, "agree"=>40, "disagree"=>4, "strongly_disagree"=>2, "dont_know"=>0} UNLOCK Figures based on 50 responses up to 20-11-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>48, "agree"=>42, "disagree"=>8, "strongly_disagree"=>2, "dont_know"=>0} UNLOCK Figures based on 50 responses up to 20-11-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>30, "agree"=>28, "disagree"=>14, "strongly_disagree"=>2, "dont_know"=>26} UNLOCK Figures based on 50 responses up to 20-11-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>58, "agree"=>26, "disagree"=>12, "strongly_disagree"=>0, "dont_know"=>4} UNLOCK Figures based on 50 responses up to 20-11-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>54, "agree"=>34, "disagree"=>6, "strongly_disagree"=>6, "dont_know"=>0} UNLOCK Figures based on 50 responses up to 20-11-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>38, "agree"=>38, "disagree"=>18, "strongly_disagree"=>4, "dont_know"=>2} UNLOCK Figures based on 50 responses up to 20-11-2018
Yes No {"yes"=>92, "no"=>8} UNLOCK Figures based on 50 responses up to 20-11-2018

Responses taken from Ofsted Parent View

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