Netherton Infant and Nursery School
Catchment Area, Reviews and Key Information

Primary
PUPILS
196
AGES
3 - 7
GENDER
Mixed
TYPE
Academy converter
SCHOOL GUIDE RATING
Not Rated

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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
(23/01/2024)
Full Report - All Reports



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Netherton Moor Road
Netherton
Huddersfield
HD4 7JE
01484661832

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You have created a positive learning culture through your intent to share responsibilities, increase accountability and give staff ownership of systems and routines. As a result, staff morale is high and, together, you take collective responsibility for improving pupils’ outcomes. You are determined that pupils are at the heart of the school. Staff know every pupil as an individual and take a personalised approach to meeting their differing needs. There is a strong sense of community and belonging which parents and carers value highly. Other than a dip in 2016, standards, on the whole, have remained positive over time by the end of each key stage, and across the school current pupils are making good progress. You have developed a wide range of leaders who are becoming increasingly competent and who have secured many improvements to the quality of teaching, learning and assessment. As a result, at the end of early years, in the Year 1 phonics screening check, and at the end of key stage 1 in reading, writing and mathematics, standards improved in 2017 to at least in line with the national average. Leaders have also been effective in addressing the areas for improvement which were identified at the last inspection. For example, teachers are adept at adjusting their teaching during lessons and providing feedback to pupils to help them move on quickly with their learning and avoid repeated mistakes. Governors provide effective support and challenge. Their knowledge about the school is reinforced through their regular visits and involvement in school life. They are keen to listen to the views of parents, pupils and staff to help them gain a thorough understanding of what is working well and how the school could improve even further. They set challenging targets for your performance management, and these are linked with the performance targets of all staff in school. This is ensuring that the whole school community is highly focused on the same priorities. Leaders and governors work closely together to evaluate the impact of leaders’ actions. You are ambitious in your aims for pupils and are aware of the work still to do to enable a greater proportion of them to exceed the standards expected nationally by the end of each key stage. Safeguarding is effective. There is a strong culture of keeping pupils safe. You have been committed to building strong relationships with families, particularly those facing challenging or complex circumstances. You have ensured that all safeguarding arrangements are fit for purpose and that records are detailed and of high quality. Staff are clear about safeguarding procedures as a result of the training they receive. Staff report concerns quickly, and leaders respond with urgency. Pupils say that behaviour is usually very good and that they trust that adults will sort out any incidents of misbehaviour. They know who to talk to if they have any concerns. Inspection findings Leaders have ensured that self-evaluation procedures accurately identify strengths and weaknesses. The early years leader has a secure understanding of children’s stages of development on entry to the school and as they progress through Nursery and Reception. She is then using this information to identify priorities for improvement and children’s next steps for learning. As a result of effective leadership, the proportion of children achieving a good level of development by the end of Reception is improving over time and has been above the national average in 2016 and 2017. However, the proportion of children who exceed the early learning goals by the end of Reception is declining. You have already identified this priority for improvement and are pinpointing where teaching could provide further challenge in a bid to reverse the trend. Leaders have prioritised the teaching of phonics. Support and development have resulted in staff being more confident in their phonics teaching. Daily phonics sessions each morning, with additional support for individuals who are not on track, are making sure that teaching pupils to read has a high profile throughout the school. Teachers carry out routine assessments, and the groups in which pupils are taught change regularly to ensure that teaching is closely matched to pupils’ developing phonics knowledge. Leaders have high expectations for pupils’ reading. They have set more challenging targets for achievement in phonics by the end of Reception in order to support more pupils to be ready for their learning in Year 1. Consequently, the proportion of pupils who meet the expected standard in the Year 1 phonics screening check has generally been in line with national averages, despite a dip in 2016. All pupils usually meet the standard by the end of Year 2. The Year 2 pupils who did not meet the standard by the end of Year 1 in 2017 are making strong progress this year. However, leaders are not complacent and recognise that there is more to do to enable even more pupils to reach the expected standard by the end of Year 1. When hearing pupils read, it became apparent that reading books are not matched precisely to the sounds that pupils are currently learning and the phonics knowledge they have already acquired. This prevents them from being really successful in their reading. Additionally, pupils do not always re-read their books in the early stages of learning to read. As a result, those pupils who are struggling are not building their confidence and fluency quickly enough. You are eager to address this, so that all pupils get off to a flying start with reading. You took immediate action to address the disappointing dip in pupils’ outcomes at the end of key stage 1 in 2016. You sought advice and support from the local authority and local school partnerships. This made sure that staff had a clear understanding of the more ambitious expectations for the end of key stage 1. Teachers throughout school also became increasingly accurate and confident in making assessments of pupils’ learning. Consequently, in Year 2 in 2017, attainment improved in reading, writing and mathematics so that the proportion of pupils reaching the expected standard was at least in line with or above the national average. However, you are aware that pupils’ attainment was not as strong as others nationally with the same starting points. In particular, the proportion of pupils exceeding the expected standard, although improved from 2016, remained just below the national average. Work in lessons and pupils’ books shows that tasks are accurately pitched to pupils’ needs. Leaders were able to identify where the actions that they have taken are now having a positive impact on pupils’ learning. For example, in mathematics, pupils are more frequently reasoning and solving problems, which is supporting them in developing a firm understanding of the concepts covered. Carefully planned sequences of learning, tailored to pupils’ differing stages of development, are contributing to strong progress for current pupils, including the most able. You have developed effective systems to help you track the progress of individual pupils and make sure that they are achieving as well as they should. Therefore, teachers are very confident about identifying pupils’ next steps and where any additional intervention is required. Governors and leaders make sure that the pupil premium funding is providing disadvantaged pupils with effective support. However, leaders recognise that while they have an in-depth awareness of individual pupils’ attainment and progress, they would also benefit from having a leadership overview of assessment information. This would help them in spotting any emerging patterns for cohorts, subjects or groups of pupils. Overall, pupils’ attendance is consistently better than national averages. However, in 2017, disadvantaged pupils’ attendance was below average, with too many disadvantaged pupils regularly absent. Leaders demonstrate that they are quick to address any emerging concerns about pupils’ attendance and have introduced a tighter procedure for dealing with pupil absence this year. As a result, punctuality has been given a boost and attendance for disadvantaged pupils is showing strong improvement.

Netherton Infant and Nursery School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>68, "agree"=>27, "disagree"=>2, "strongly_disagree"=>2, "dont_know"=>0} UNLOCK Figures based on 41 responses up to 25-01-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>68, "agree"=>24, "disagree"=>5, "strongly_disagree"=>2, "dont_know"=>0} UNLOCK Figures based on 41 responses up to 25-01-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>46, "agree"=>41, "disagree"=>7, "strongly_disagree"=>0, "dont_know"=>5} UNLOCK Figures based on 41 responses up to 25-01-2024
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>71, "strongly_agree"=>5, "agree"=>10, "disagree"=>5, "strongly_disagree"=>0, "dont_know"=>10} UNLOCK Figures based on 41 responses up to 25-01-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>83, "agree"=>15, "disagree"=>0, "strongly_disagree"=>2, "dont_know"=>0} UNLOCK Figures based on 41 responses up to 25-01-2024
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>22, "strongly_agree"=>37, "agree"=>24, "disagree"=>12, "strongly_disagree"=>5, "dont_know"=>0} UNLOCK Figures based on 41 responses up to 25-01-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>0, "agree"=>60, "disagree"=>20, "strongly_disagree"=>20, "dont_know"=>0} UNLOCK Figures based on 10 responses up to 25-01-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>56, "agree"=>29, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>12} UNLOCK Figures based on 41 responses up to 25-01-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>66, "agree"=>29, "disagree"=>2, "strongly_disagree"=>2, "dont_know"=>0} UNLOCK Figures based on 41 responses up to 25-01-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>56, "agree"=>27, "disagree"=>17, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 41 responses up to 25-01-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>61, "agree"=>32, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>7} UNLOCK Figures based on 41 responses up to 25-01-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>46, "agree"=>37, "disagree"=>10, "strongly_disagree"=>2, "dont_know"=>5} UNLOCK Figures based on 41 responses up to 25-01-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>56, "agree"=>34, "disagree"=>5, "strongly_disagree"=>0, "dont_know"=>5} UNLOCK Figures based on 41 responses up to 25-01-2024
Yes No {"yes"=>93, "no"=>7} UNLOCK Figures based on 41 responses up to 25-01-2024

Responses taken from Ofsted Parent View

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