Ingrow Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
402
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
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
(19/07/2022)
Full Report - All Reports
64%
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)
Broomhill Avenue
Keighley
BD21 1BW
01535603868

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. Despite the significant constraints of disruptive building work during the last two years, you have remained focused on raising pupils’ achievement. The partnership between you and your head of school has been effective in bringing about improvements to teaching and learning as well as addressing areas identified for improvement at the school’s last inspection. In the early years, for example, children are provided with more opportunities to learn outdoors. Governors bring a range of expertise to the governing body, which provides good support and challenge. You have robustly addressed any issues of weaker teaching and have brought together a skilled and enthusiastic teaching team. You have identified the strengths and current priorities for the school accurately. You detail further actions to address these priorities in the school development plan. You acknowledge that some recent actions aimed at raising standards in reading are in the early stages and need further work. Too few pupils reach the higher levels in this subject. Since the last inspection, you have raised your expectations of pupils’ outcomes, and improved the quality of teaching, learning and assessment through good-quality professional development for staff and sharing in good practice at other schools. Less experienced teachers talk positively about the support they have received to develop their teaching. These improvements are now accelerating the rates of progress pupils make in their learning. The achievement of the most able pupils, for example, particularly in writing and mathematics, has improved as pupils are now provided with more demanding tasks. Governors and leaders at all levels keep a close eye on the quality of teaching and learning and are highly effective in evaluating the impact of this on pupil achievement and identifying pupils who are not on their ‘flight path.’ This drives school improvement and provides a keen focus for teacher appraisal. The school’s inclusive support for some of the most vulnerable pupils has resulted in improved attendance and positive attitudes from those who sometimes find settling in school and focusing in lessons more of a challenge. During the year, a high proportion of new pupils have been admitted into the school and others have left. The school manages this high level of mobility well with no concession for underachievement. Pupils’ personal development and good attitudes to learning have been pivotal in raising aspirations. You have been successful in creating a culture where pupils take responsibility for their own learning, for example practising and achieving personal targets in mathematics to ‘travel’ from one continent to another using their ‘maths passports’. The school promotes good citizenship skills and pupils understand and show respect for people’s differences. They are keen to take on responsibilities as a school councillor or digital leader. Pupils are courteous; their behaviour in lessons and their conduct around school is good. Pupils take a pride in their work and the good standard of handwriting is evident right from the start. Some of the youngest pupils have already developed a neat joined style of writing. Many pupils have been accommodated, some at very short notice, in temporary classrooms. Despite this, there has been no compromise in establishing an effective learning environment. Displays in classrooms and around school convey a clear message of high aspirations. Pupils are keen to meet the school’s challenge of ‘going for gold’ by achieving well in their work and attaining this accolade. Safeguarding is effective. You take a rigorous approach to safeguarding. You have been particularly vigilant during the building works to ensure adequate safety checks are carried out and risk assessments are put in place. Actions have been taken to address issues identified in your recent safeguarding audit. Training for staff and governors is fully up to date and recruitment procedures are robust. Your work with many vulnerable pupils and their families is well documented. In addition to using the school’s own resources, such as a speech therapist and a family liaison worker, the school is proactive in engaging with and involving external agencies. Summary records of incidents of concern are collated and evaluated. Any incident of poor behaviour is taken seriously and each is recorded and acted upon. Pupils state that there is no bullying but a few incidents have been recorded by the school and addressed.

Ingrow Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>80, "agree"=>15, "disagree"=>5, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 20 responses up to 20-07-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>90, "agree"=>10, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 20 responses up to 20-07-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>55, "agree"=>35, "disagree"=>10, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 20 responses up to 20-07-2022
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>55, "strongly_agree"=>25, "agree"=>0, "disagree"=>5, "strongly_disagree"=>5, "dont_know"=>10} UNLOCK Figures based on 20 responses up to 20-07-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>75, "agree"=>20, "disagree"=>5, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 20 responses up to 20-07-2022
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>30, "strongly_agree"=>50, "agree"=>15, "disagree"=>5, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 20 responses up to 20-07-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>0, "agree"=>0, "disagree"=>100, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 10 responses up to 20-07-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>75, "agree"=>15, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>10} UNLOCK Figures based on 20 responses up to 20-07-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>85, "agree"=>10, "disagree"=>5, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 20 responses up to 20-07-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>80, "agree"=>20, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 20 responses up to 20-07-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>75, "agree"=>20, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>5} UNLOCK Figures based on 20 responses up to 20-07-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>60, "agree"=>25, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>15} UNLOCK Figures based on 20 responses up to 20-07-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>55, "agree"=>25, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>20} UNLOCK Figures based on 20 responses up to 20-07-2022
Yes No {"yes"=>95, "no"=>5} UNLOCK Figures based on 20 responses up to 20-07-2022

Responses taken from Ofsted Parent View

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