Hazlewood Community Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
298
AGES
3 - 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
(0191) 643 8724

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
(13/03/2023)
Full Report - All Reports
68%
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)
Canterbury Way
Wideopen
Newcastle-upon-Tyne
NE13 6JJ
01919178545

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. Since your appointment as headteacher and arrival in the school last September, you have quickly provided a renewed sense of vision and purpose. Members of staff feel reinvigorated and are striving hard to achieve the best possible outcomes for pupils. Most parents are delighted with the quality of education being provided and with the genuine efforts being made to keep them informed and involved in their child’s learning and development. The visioning day you led at the start of your tenure provided a much-needed sense of direction for all members of staff and the governors. Your philosophy is now firmly embedded in the school’s vision of ‘limitless potential’, ‘igniting passion’ and ‘embracing difference’. Since then you have accurately evaluated the school’s performance and put in place effective planning that is helping members of staff to focus on the most pressing areas for improvement. You, other leaders and the governors are making regular checks on the quality of pupils’ work and are providing teachers with helpful feedback to refine their practice. This is ensuring that all teaching, over time, is delivering consistently good outcomes for pupils. You have created a culture where teachers feel supported, able to take risks and keen to share their practice with one another. Teachers are also benefiting from the more frequent professional development opportunities and initiatives you have introduced. For example, the focus on improving the quality of pupils’ writing is already bearing fruit. New approaches you have introduced are encouraging pupils, especially the boys, to write at greater length and with more expression and colour. Your most experienced teachers who are using these approaches successfully are providing support for less experienced teachers. Across the school, the vast majority of pupils take care to present their work well and take pride in the quality of their handwriting. Pupils feel happy and safe at school. They conduct themselves well and cooperate effectively in lessons to support one another’s learning. Most attend regularly, and overall attendance for this year is in line with the national average. You have worked hard to engage the families who have allowed their children to miss school persistently in the past, and have successfully reduced the number of children who attend school less than 90% of the time. Safeguarding is effective. As a new headteacher, you have prioritised the safeguarding and protection of pupils and attended all necessary training to develop your own understanding of statutory requirements and good practice. Together with the governors and your local authority development partner, you have audited the school’s safeguarding arrangements and made improvements. Policies have been sharpened and clear guidance has been provided for all members of staff via the school safeguarding handbook, regular training sessions and displays around the school. All members of staff are vigilant and know what to do if they have any concerns for a pupil’s safety. You have good working relationships with local authority safeguarding teams in both North Tyneside and Newcastle. You and your team work closely with these agencies to coordinate the care for the most vulnerable pupils. You have ensured that safeguarding arrangements are fit for purpose and detailed records of good quality are maintained. Inspection findings In recent years, pupils have entered the school with broadly typical levels of development and left at the end of Year 6 with levels of attainment above the national average in reading, writing and mathematics. While this represents good progress overall, the proportion of pupils attaining the higher standard at the end of key stage 1 and key stage 2 has been variable. In this inspection I looked closely at the progress of pupils currently in the school to see if this was still the case. It is clear your focus on improving the quality of teaching has raised expectations and members of staff are doing more to challenge pupils’ thinking. In most year groups your assessment information and the work in books shows that pupils are making accelerated progress. However, there is still some variability and you are rightly providing pupils with additional support in those year groups where rates of progress are weaker. You have worked with the staff to agree some basic practices governing the planning and delivery of lessons and the use of assessment. These nonnegotiables are being delivered consistently across the school. Good training has been provided to improve outcomes in writing. Classrooms are being redeveloped to include ‘learning walls’, with relevant displays to guide pupils towards quality outcomes. Reading areas have been introduced into every classroom, which are more overtly promoting the importance of reading for pleasure. Pupils of all ages are avid readers and are prepared to tackle challenging texts as soon as they feel capable. Teachers told me they are benefiting from the increased professional development opportunities and the regular feedback that they are receiving. Most pupils make good progress in mathematics, although a below average proportion of pupils attained the higher standard last year. Teachers ensure that basic skills are regularly revisited and practised to develop pupils’ confidence and fluency in calculation. While pupils do get some opportunities to apply their mathematical knowledge to problems, teachers do not consistently challenge pupils to explain their reasoning. You have recognised this and want to do more to increase the level of challenge in mathematics. The governors share your ambition to become an outstanding school. They are providing good support to move the school forward. They are well informed about the school because your reports provide them with relevant information and they make regular visits to see the school at work for themselves. In addition, the school development partner has worked with them to highlight priorities and strengths. They have acted to improve the school website, which now meets government requirements, and strengthened the breakfast club and after-school provision for the benefit of the community. Governors do not, however, scrutinise pupil progress information thoroughly enough. More robust and more regular scrutiny would enable them to hold you and other leaders more tightly to account for pupil outcomes. Disadvantaged pupils make similar or better progress to their peers in the school. Teachers are quick to provide well-targeted support in the early years, and good additional support for reading ensures that disadvantaged pupils quickly secure strong phonics skills. You are currently reviewing your strategy for the use of the pupil premium and primary sports funding to ensure that disadvantaged pupils continue to make strong progress in all areas of their education. Currently, there are a few disadvantaged pupils whose progress is hampered by weaker attendance. Next steps for the school Leaders and those responsible for governance should ensure that: the proportion of pupils attaining the higher standard in reading, writing and mathematics, particularly at the end of Year 2, increases to be consistently above the national average the teaching of mathematics is enhanced by ensuring that pupils are consistently required to apply their knowledge by solving challenging mathematical problems the governing body holds leaders to account for pupil outcomes through the robust scrutiny of pupil progress data at each assessment point across the year.

Hazlewood Community Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>89, "agree"=>9, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 46 responses up to 28-04-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>91, "agree"=>7, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>2} UNLOCK Figures based on 46 responses up to 28-04-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>72, "agree"=>17, "disagree"=>9, "strongly_disagree"=>0, "dont_know"=>2} UNLOCK Figures based on 46 responses up to 28-04-2023
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>78, "strongly_agree"=>9, "agree"=>11, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>2} UNLOCK Figures based on 46 responses up to 28-04-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>59, "agree"=>35, "disagree"=>4, "strongly_disagree"=>2, "dont_know"=>0} UNLOCK Figures based on 46 responses up to 28-04-2023
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>28, "strongly_agree"=>57, "agree"=>9, "disagree"=>4, "strongly_disagree"=>0, "dont_know"=>2} UNLOCK Figures based on 46 responses up to 28-04-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>57, "agree"=>43, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 10 responses up to 28-04-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>61, "agree"=>30, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>7} UNLOCK Figures based on 46 responses up to 28-04-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>70, "agree"=>26, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>2} UNLOCK Figures based on 46 responses up to 28-04-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>61, "agree"=>33, "disagree"=>4, "strongly_disagree"=>2, "dont_know"=>0} UNLOCK Figures based on 46 responses up to 28-04-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>76, "agree"=>22, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>2} UNLOCK Figures based on 46 responses up to 28-04-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>76, "agree"=>24, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 46 responses up to 28-04-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>67, "agree"=>26, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>4} UNLOCK Figures based on 46 responses up to 28-04-2023
Yes No {"yes"=>96, "no"=>4} UNLOCK Figures based on 46 responses up to 28-04-2023

Responses taken from Ofsted Parent View

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