Hoyle Court Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
300
AGES
2 - 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
01274 385967

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
(12/07/2022)
Full Report - All Reports
51%
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)
Fyfe Grove
Baildon
Shipley
BD17 6DN
01274581898

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. The school was part of the local authority’s building plans to provide additional school places. It is testimony to your strong and purposeful leadership that despite the considerable demands on your time, to manage such a comprehensive building project, you have remained focused successfully upon improving pupils’ outcomes. In response to the previous inspection findings, you have created a staff team with a shared commitment to ongoing improvement. You have given your senior and subject leaders increasing responsibility for the quality of teaching in the school, to good effect. As a result, leaders are checking pupils’ progress more rigorously and they have an accurate and detailed understanding of the areas they lead. This makes for a strong and determined leadership team that strives to deliver the very best learning experiences for pupils. The local authority, who seconded you to their school improvement service during the summer term of 2016, acknowledges your strong leadership. You have provided effective support to other schools in order that they improved their practice. Such is your dedication to and affection for the school that you informed governors early of your decision to retire at the end of the academic year. This allowed governors to complete their recruitment process during the spring term, ensuring that good transition arrangements are in place to sustain the capacity of leadership when the new headteacher takes up his post in September 2017. This satisfied a focus I had for the inspection. There is a strong commitment to developing pupils’ wider personal and emotional well-being. A dedicated family involvement worker ensures that some of the most vulnerable pupils receive appropriate care, guidance and support. You have genuine fondness for the pupils at your school, which they reciprocate. Pupils say that they feel safe and know there is a trusted adult on whom they can rely. This leads to a calm and purposeful atmosphere in which pupils thrive. You were rightly concerned at the decline in outcomes for pupils in key stage 2 who took the national assessments in summer 2016; with the exception of writing, which remained above the national average. This was in contrast to previous outcomes which had shown steady increases. Leaders’ detailed analysis of what happened in the tests has resulted in well-targeted actions to swiftly address the issues. You have ensured that pupils, particularly disadvantaged pupils, who needed it received focused and effective support. The progress that children make in the early years remains good and is improving rapidly. Children are actively engaged in their learning; this is because they have access to a high-quality learning environment and curriculum activities that are planned with children’s needs and interests in mind. Adults are skilful in their use of questioning in order to probe children’s thinking and deepen their understanding. The purposeful learning continues into key stage 1. In 2016, pupils, including disadvantaged pupils, achieved well in the statutory assessments at the end of Year 2. Results were above the national averages at both the expected standard and high standard of attainment in reading, writing and mathematics. This represents good progress from pupils’ starting points. Phonics continues to be a strength of the school due to the quality of teaching that pupils receive. Younger pupils use their phonics skills well to develop their reading and writing skills and are confident to tackle difficult and unfamiliar words. Overall school attendance is in line with the national average, but the attendance of disadvantaged pupils and pupils who have special educational needs and/or disabilities has remained stubbornly low; last year it was in the lowest 10% of schools nationally. This is a concern for you and is rightly a key priority for leaders. You analyse individual pupils’ attendance carefully and know the reasons why every pupil is absent from school. You and the parent involvement worker are working hard to minimise these barriers. If there is a concern you take prompt action to provide guidance and support for pupils and their families. Governors are equally committed to securing ongoing improvements. They have recently reconstituted their governance arrangements. They feel they now work more efficiently by focusing more acutely on their areas of strategic responsibilities. This is borne out in the minutes of governing body meetings, which reflect the increased level of challenge given to leaders to improve pupils’ outcomes. Safeguarding is effective. Leaders, including governors, have ensured that all safeguarding arrangements are fit for purpose. Staff undertake training every year to ensure that they are fully aware of the school’s procedures. Regular updates ensure that all staff and governors are familiar with the most recent legislation. The designated safeguarding officer ensures that reports are detailed and factual and that referrals to other agencies are swift. Leaders are equally diligent in ensuring that pupils know how to keep themselves and others safe, particularly when using the internet. The older pupils say they feel well prepared for their transition to secondary school and the added risks that can come from using social media and the dangers associated with online bullying. Pupils say that bullying is rare. The pupils who spoke with me said that ‘bullying didn’t really happen and there’s always someone you can tell’. This is in contrast to some parental responses from the online questionnaire, Parent View. Inspection findings You and your senior leaders have an accurate picture of the school’s strengths and areas for further improvement. This is because of the wide range of evidence drawn from your extensive monitoring of the quality of teaching and your precise analysis of pupils’ outcomes. As a result, your school development plan pinpoints the gains in pupils’ achievement needed to strengthen outcomes further. While this is hugely important, there is insufficient detail in your plan of some of the common issues facing the school. Consequently, leaders do not have an overview of the range of aspects of the school’s work that could be improved. This weakens the quality and effectiveness of your plans. Highly effective provision in the early years ensures that children’s progress is good. As a result, increasing proportions of children are making the faster progress needed to exceed the good level of development expected of them by the time they leave the Reception class. Across the rest of the school, leaders’ detailed and precise analysis of pupils’ outcomes have secured pupils’ good progress. Swift intervention for all groups of pupils, particularly the growing proportions of pupils from minority ethnic groups, means that the vast majority of pupils are reaching the expected standards in reading, writing and mathematics. However, there remains some variability in the proportion of pupils, particularly the most able and disadvantaged most-able pupils, making the faster progress needed to reach the higher standards of attainment. Subject leaders are committed to improving the outcomes for pupils. They have a good understanding of the strengths and weaknesses in their subject because of their effective monitoring. Their focused efforts to improve pupils’ outcomes are having a positive impact and this strengthens the capacity of leadership in light of your pending retirement.

Hoyle Court Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>50, "agree"=>45, "disagree"=>3, "strongly_disagree"=>1, "dont_know"=>1} UNLOCK Figures based on 98 responses up to 12-07-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>49, "agree"=>43, "disagree"=>6, "strongly_disagree"=>0, "dont_know"=>2} UNLOCK Figures based on 98 responses up to 12-07-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>21, "agree"=>54, "disagree"=>12, "strongly_disagree"=>4, "dont_know"=>8} UNLOCK Figures based on 98 responses up to 12-07-2022
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>55, "strongly_agree"=>7, "agree"=>11, "disagree"=>13, "strongly_disagree"=>5, "dont_know"=>8} UNLOCK Figures based on 98 responses up to 12-07-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>18, "agree"=>49, "disagree"=>26, "strongly_disagree"=>4, "dont_know"=>3} UNLOCK Figures based on 98 responses up to 12-07-2022
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>19, "strongly_agree"=>29, "agree"=>32, "disagree"=>11, "strongly_disagree"=>6, "dont_know"=>3} UNLOCK Figures based on 98 responses up to 12-07-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>21, "agree"=>68, "disagree"=>5, "strongly_disagree"=>0, "dont_know"=>5} UNLOCK Figures based on 19 responses up to 12-07-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>28, "agree"=>48, "disagree"=>14, "strongly_disagree"=>1, "dont_know"=>9} UNLOCK Figures based on 98 responses up to 12-07-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>35, "agree"=>50, "disagree"=>9, "strongly_disagree"=>0, "dont_know"=>6} UNLOCK Figures based on 98 responses up to 12-07-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>24, "agree"=>49, "disagree"=>18, "strongly_disagree"=>5, "dont_know"=>3} UNLOCK Figures based on 98 responses up to 12-07-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>32, "agree"=>48, "disagree"=>10, "strongly_disagree"=>0, "dont_know"=>10} UNLOCK Figures based on 98 responses up to 12-07-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>30, "agree"=>53, "disagree"=>9, "strongly_disagree"=>2, "dont_know"=>6} UNLOCK Figures based on 98 responses up to 12-07-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>24, "agree"=>41, "disagree"=>14, "strongly_disagree"=>3, "dont_know"=>17} UNLOCK Figures based on 98 responses up to 12-07-2022
Yes No {"yes"=>83, "no"=>17} UNLOCK Figures based on 98 responses up to 12-07-2022

Responses taken from Ofsted Parent View

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