Holley Park Academy
Catchment Area, Reviews and Key Information

Primary
PUPILS
258
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
0191 520 5555

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
(18/12/2018)
Full Report - All Reports
72%
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)
Ayton Road
Oxclose
Washington
NE38 0LR
01914170303

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. Holley Park Academy is a vibrant and welcoming school. Together with the headteacher of the school, you lead a committed team of staff who share your vision of high expectations and commitment to providing the very best for all pupils. The co-headteacher arrangements work well. You ensure a united approach to all leadership responsibilities and you are ably supported by a proficient deputy headteacher. This ensures consistency across the school for staff, pupils and parents and carers. At the last inspection, inspectors asked you to provide middle leaders with opportunities to check the quality of teaching in their subjects. You have successfully managed this and now have an established, enthusiastic team of middle leaders around you. They exhibit high motivation and they act willingly upon the advice of senior leaders. They are proud of the skills that they have learned through relevant training and development. Consequently, they check regularly on pupils’ progress and the standard of learning, providing timely advice and support to teachers where necessary. You were also asked, at the time of the last inspection, to raise standards in mathematics across key stage 1. You acted quickly to tackle this, with pleasing results. For the past three years, the proportion of pupils reaching the expected standard in mathematics has been above the national average. Pupils’ mathematics books, examined during the inspection, show that pupils now have many opportunities to investigate and solve mathematical problems. There is a consistent approach to the teaching, learning and assessment of mathematics and this has resulted in accelerated progress rates for pupils across the school. Staff are appreciative of the support and professional opportunities that leaders and governors provide. They say that they enjoy working at the school. They feel valued and they have the pupils’ interests at the centre of everything they do. Staff comments included: ‘We are one big team and we work together well. The children’s well-being and education is our main focus. We are like one big family.’ The majority of parents and carers are happy with the quality of education and care that the school provides for their children. They say that it is a nurturing school where staff care for the pupils. One parent commented that, ‘Teachers have instilled a love of learning,’ and another stated, ‘The school has a positive learning environment for all children to flourish’. Pupils have excellent attitudes to learning and display exemplary behaviour. They are confident and friendly and show respect for one another, adults and visitors to the school. Pupils talk with pride about the different responsibilities that they have through roles such as playtime monitors, members of the school council and friendship buddies. Pupils show mature and caring attitudes when they talk about their participation in the school’s dementia café or collecting for the community foodbank. The local governing board works positively with the trust board and the school’s senior leaders. The chair of the governing body has been instrumental in ensuring that all governors are clear about the roles and responsibilities assigned to them, within the level of governance to which they belong. The local governing board checks on the actions you take to improve outcomes, especially for disadvantaged pupils. Governors provide appropriate challenge and support for senior leaders and therefore they are well placed to drive continued school improvement. Safeguarding is effective. Leaders make sure that all safeguarding arrangements are fit for purpose. You have made sure that staff and governors are well trained, so that they know what to do if they have any concerns. Governors carry out regular checks to ensure that policies are followed correctly. There is a strong culture of safeguarding across the school. Case studies considered during the inspection show that you are tenacious in your approach to reporting and recording concerns. You are also relentless in your work with external agencies and in following up any actions so that families receive timely support. Ultimately, you are determined that every pupil in your school remains safe. Pupils talk confidently about feeling safe because the staff look after them well. They say that they learn how to keep themselves safe, including when online. Pupils showed that they had a good understanding of what constitutes bullying. They say that bullying in school is very rare, but that if it did occur, school staff would deal with it immediately. The majority of parents agree that the school keeps their children safe and that they are cared for effectively. Inspection findings By the end of key stage 2 in 2018, pupils made stronger progress in reading and mathematics than in writing. I looked at how leaders tracked pupils’ progress across the school and the quality of teaching in writing in key stage 2. A thorough assessment system is in place that is understood by all teachers. Checks made on pupils’ work show that teachers’ assessments are accurate. The leader of English monitors pupils’ writing closely. Pupils’ books show that recently introduced changes to the teaching of writing are beginning to improve the quality of pupils’ writing, particularly at the higher standard. However, there has not been sufficient time for this to have made a positive difference to pupils’ achievement. You and other leaders track the progress of disadvantaged pupils very closely. You have compiled a detailed plan which identifies any barriers to pupils’ learning as well as the targeted activities. Governors check on how effectively additional funding is supporting these pupils to make good progress. Together, we spent time looking at the work of disadvantaged pupils. The majority of them are making good progress from their relative starting points across key stages 1 and 2. This is because teachers have high expectations of what disadvantaged pupils can achieve. The proportion of pupils reaching the expected standard in reading, writing and mathematics by the end of key stage 1 has been above the national average for the last two years. However, in 2018, the proportion reaching the greater depth standards in these subjects was below the national average. Work in pupils’ books on occasion show that pupils are given work that does not sufficiently challenge them. As a result, pupils do not move on to content in lessons quickly enough to deepen their knowledge, understanding and skills. You place a high importance on securing the welfare of pupils. You and your staff have effective systems in place, are strong role models and provide a respectful learning environment. During the inspection, pupils’ behaviour observed during lessons and at breaktimes was exemplary. Pupils are attentive, work cooperatively, listen courteously to each other, confidently express their own ideas and respect those of their peers. Pupils say that if they were worried about anything, they know whom to talk to about it. They say that staff will always listen to their concerns and act upon them immediately. Pupils’ enjoyment of school is reflected in their rates of attendance, which are above the national average. There are also low levels of persistent absence. You and other leaders make detailed checks on pupils’ absences to make sure that pupils are safe and that they attend school regularly. You strongly discourage parents from taking holidays during term time, which would result in pupils not attending school. Consequently, attendance rates have improved over the last three years. In 2018, attendance was above the national average and it continues to improve.

Holley Park Academy Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>86, "agree"=>12, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 43 responses up to 18-12-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>91, "agree"=>7, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 43 responses up to 18-12-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>74, "agree"=>23, "disagree"=>0, "strongly_disagree"=>2, "dont_know"=>0} UNLOCK Figures based on 43 responses up to 18-12-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>86, "agree"=>12, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 43 responses up to 18-12-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>72, "agree"=>26, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 43 responses up to 18-12-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>58, "agree"=>30, "disagree"=>7, "strongly_disagree"=>2, "dont_know"=>2} UNLOCK Figures based on 43 responses up to 18-12-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>77, "agree"=>21, "disagree"=>0, "strongly_disagree"=>2, "dont_know"=>0} UNLOCK Figures based on 43 responses up to 18-12-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>47, "agree"=>23, "disagree"=>0, "strongly_disagree"=>2, "dont_know"=>28} UNLOCK Figures based on 43 responses up to 18-12-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>56, "agree"=>40, "disagree"=>2, "strongly_disagree"=>2, "dont_know"=>0} UNLOCK Figures based on 43 responses up to 18-12-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>58, "agree"=>23, "disagree"=>7, "strongly_disagree"=>2, "dont_know"=>9} UNLOCK Figures based on 43 responses up to 18-12-2018
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>47, "agree"=>40, "disagree"=>7, "strongly_disagree"=>7, "dont_know"=>0} UNLOCK Figures based on 43 responses up to 18-12-2018
Yes No {"yes"=>98, "no"=>2} UNLOCK Figures based on 43 responses up to 18-12-2018

Responses taken from Ofsted Parent View

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