Meltham CofE (VC) Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
416
AGES
4 - 11
GENDER
Mixed
TYPE
Voluntary controlled 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
01484 225007

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
(21/06/2022)
Full Report - All Reports
24%
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)
Holmfirth Road
Meltham
Holmfirth
HD9 4DA
01484850671

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You are highly regarded by pupils, staff, parents and governors. You provide positive and energetic leadership and you know pupils well. Pupils benefit from a rich curriculum. Regular trips and visitors and extra-curricular activities extend their knowledge and experience. Pupils develop their skills in sports and they take part in stimulating outdoor educational activities. Music and art are strengths of the school. The school’s values and ethos promote pupils’ spiritual, moral, social and cultural development strongly. Attendance is high because pupils enjoy school. The school is at the centre of the community; staff and pupils share a strong sense of belonging and communication with parents is good. Parents and carers have a high level of appreciation of the wide range of school activities and events. At the last inspection, you were asked to raise attainment in mathematics. Your focus on the most able in mathematics, and the dedicated teaching of this group, have enabled pupils to accelerate their progress and reach higher standards in mathematics. In 2016, pupils at the end of key stage 2 made more progress than pupils did nationally in mathematics, compared with their starting points at key stage 1. Pupils with weak number skills at the end of the early years made good progress in reaching the expected standard at the end of key stage 1. You have also improved the development of children’s number skills in the early years. You were asked to strengthen the consistency of teaching, including the impact of teaching assistants. You have redeployed teaching assistants so that they provide more-effective in-class support. Some need further support in their teaching of phonics to ensure that more pupils reach the required standard in Year 1 and Year 2. You were also asked to make sure that teaching consistently meets the range of pupils’ needs. Your wide range of assessment methods provide accurate information about the skills that pupils have learned and the gaps in their knowledge. Teachers are using this information effectively to target pupils’ identified learning needs. Pupils have also taken greater responsibility for editing and correcting their own work. Leaders’ monitoring of pupils’ progress, and the evaluation of the impact of teaching, are not sufficiently sharp and formal to ensure consistently prompt and effective action to accelerate the progress of underachieving pupils. Safeguarding is effective. The leadership team has ensured that all safeguarding arrangements are fit for purpose. Records of action are detailed and of high quality. The school has an effective system for identifying emerging concerns. Those responsible for safeguarding follow these up promptly and record actions systematically. Staff have good knowledge of pupils and their families and work well with parents and carers. Carers praised the high commitment of staff and the strong support for their children. The school works effectively with a wide range of agencies. Effective actions by the school and other agencies have made a difference in ensuring the safety, well-being and welfare of pupils. Inspection findings Your wide range of assessment methods, including tests and pupil interviews, accurately measure pupils’ achievement and analyse progress against their targets. Leaders and teachers acquire a good knowledge of pupils’ strengths and weaknesses from regular objective external tests as well as from the teacher’s ongoing assessment. They use this information well to plan teaching that meets the identified needs of individuals and year groups in reading, writing and mathematics. Pupils receive effective guidance from teachers and they know what they need to do to improve. Attainment and progress at the end of Year 2 improved in 2016. Overall, pupils at the end of key stage 1 made more progress than pupils did nationally in reading and mathematics. Girls made less progress than girls did nationally. In 2016, the progress pupils made by the end of key stage 2 in reading and writing was in line with that of pupils nationally. Pupils made better progress in mathematics. In 2016, the progress of pupils supported by the pupil premium was similar to others nationally in all subjects at key stages 1 and 2, except in writing at key stage 1, where it was not as strong.

Meltham CofE (VC) Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>63, "agree"=>24, "disagree"=>3, "strongly_disagree"=>9, "dont_know"=>1} UNLOCK Figures based on 78 responses up to 22-06-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>64, "agree"=>17, "disagree"=>9, "strongly_disagree"=>10, "dont_know"=>0} UNLOCK Figures based on 78 responses up to 22-06-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>42, "agree"=>38, "disagree"=>4, "strongly_disagree"=>14, "dont_know"=>1} UNLOCK Figures based on 78 responses up to 22-06-2022
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>58, "strongly_agree"=>8, "agree"=>12, "disagree"=>10, "strongly_disagree"=>8, "dont_know"=>5} UNLOCK Figures based on 78 responses up to 22-06-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>51, "agree"=>36, "disagree"=>6, "strongly_disagree"=>6, "dont_know"=>0} UNLOCK Figures based on 78 responses up to 22-06-2022
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>22, "strongly_agree"=>40, "agree"=>17, "disagree"=>5, "strongly_disagree"=>17, "dont_know"=>0} UNLOCK Figures based on 78 responses up to 22-06-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>39, "agree"=>17, "disagree"=>22, "strongly_disagree"=>17, "dont_know"=>6} UNLOCK Figures based on 18 responses up to 22-06-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>37, "agree"=>41, "disagree"=>8, "strongly_disagree"=>10, "dont_know"=>4} UNLOCK Figures based on 78 responses up to 22-06-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>54, "agree"=>26, "disagree"=>8, "strongly_disagree"=>10, "dont_know"=>3} UNLOCK Figures based on 78 responses up to 22-06-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>37, "agree"=>38, "disagree"=>14, "strongly_disagree"=>9, "dont_know"=>1} UNLOCK Figures based on 78 responses up to 22-06-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>59, "agree"=>35, "disagree"=>4, "strongly_disagree"=>3, "dont_know"=>0} UNLOCK Figures based on 78 responses up to 22-06-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>56, "agree"=>36, "disagree"=>6, "strongly_disagree"=>1, "dont_know"=>0} UNLOCK Figures based on 78 responses up to 22-06-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>47, "agree"=>32, "disagree"=>12, "strongly_disagree"=>8, "dont_know"=>1} UNLOCK Figures based on 78 responses up to 22-06-2022
Yes No {"yes"=>82, "no"=>18} UNLOCK Figures based on 78 responses up to 22-06-2022

Responses taken from Ofsted Parent View

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