Newby Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
447
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
(21/11/2023)
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)
Ryan Street
Manchester Road
Bradford
BD5 7DQ
01274772208

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You have successfully created a warm, friendly and caring school ethos. Children are happy and enthusiastic about their lessons. Staff enjoy working at the school. They particularly value the way in which families are at the heart of all you do. The vast majority of parents are happy with the work the school does and recognise the benefits of the range of classes on offer to support them. Your honest and accurate evaluation of the school’s strengths and weaknesses provides a clear rationale for improvement. You know your school well and use a range of monitoring information to ensure that you are continuing to move the school forward. As a result, the areas I identified prior to the inspection are also the key areas for improvement that you are working on. You can show where your work has had impact. For example, you have reviewed the curriculum to include more visits and visitors and to make better links between subjects. This has had a positive impact on writing outcomes across key stage 2. You lead by example, setting high standards and working with staff to help them develop and improve. Your staff speak with enthusiasm about their work, showing pride that they work at Newby. One member of staff stated, ‘Staff go the extra mile for children at this school, and I feel it is a strength that together we make a difference to the pupils and families.’ At the previous inspection, you were asked to increase the amount of outstanding teaching to raise achievement further. You are still working on improving the quality of teaching, learning and assessment because the profile of your teaching team has significantly changed since that time. The majority of your more-experienced staff recently retired and many of your new teachers are relatively new to the profession. Alongside this, you have promoted some of your strongest teachers into quite new leadership positions within the school. Much of your work has been focused on providing support and coaching to develop your staff. Your leaders are playing a key role in developing effective teams and setting high standards across each year group. Leaders and senior teachers oversee planning meetings and use their knowledge of shared analysis of information to focus on ensuring greater challenge for the most able. This is having a positive impact across most year groups. Standards remain high and progress from starting points is improving. Not all year groups are equally effective, and you recognise that some year groups require more support to drive up standards, particularly for the most able pupils. Where your teams have worked least effectively, you have taken steps to address inconsistencies, but some differences remain. Regular monitoring provides you with an accurate picture of where strengths are, and where more work is needed to improve outcomes. You take effective action to address any areas of weakness, including moving key leaders into less-effective teams. Your more experienced middle leader can demonstrate where he has had a positive impact on improving outcomes for pupils. However, other middle leaders are still very new to their positions and need more time to demonstrate impact. A formal monitoring timetable runs throughout the year and links to your key priorities. Although you carry out regular informal monitoring across the school, you recognise that you could further strengthen this work by recording what you have seen to provide a more comprehensive picture of the learning that is taking place. You are working closely with other schools in the local area, where you play a leading role in providing support and developing leadership skills. Alongside this, you utilise external support to provide regular reviews of your own performance, which you share with governors. Your teachers benefit from working alongside trained moderators from other schools to compare work samples and check the accuracy of their own assessment. Your new leader for special educational needs is already benefiting from attending local training, which is preparing her to take up her role in September. You are also training some of your own teachers to become writing moderators in order to strengthen your internal monitoring. Because of strong partnerships with other schools, your teachers have an accurate view of the progress that pupils are making. Governors play a key role in supporting the work you do. They are ambitious for the school to succeed and proud of the progress that pupils make. Governors speak passionately about the ethos of the school, particularly how it plays a key role within the local community. Governors recently conducted a staff well-being survey, and as a result have established half-termly staff forums in response to feedback. They are quick to address any issues raised and are improving training opportunities for support staff as a result. Governing body minutes show a high degree of challenge through pertinent questions about the progress that pupils are making.

Newby Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>83, "agree"=>17, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 18 responses up to 21-11-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>78, "agree"=>11, "disagree"=>6, "strongly_disagree"=>0, "dont_know"=>6} UNLOCK Figures based on 18 responses up to 21-11-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>61, "agree"=>28, "disagree"=>11, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 18 responses up to 21-11-2023
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>72, "strongly_agree"=>0, "agree"=>22, "disagree"=>6, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 18 responses up to 21-11-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>78, "agree"=>22, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 18 responses up to 21-11-2023
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>17, "strongly_agree"=>44, "agree"=>22, "disagree"=>6, "strongly_disagree"=>11, "dont_know"=>0} UNLOCK Figures based on 18 responses up to 21-11-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>50, "agree"=>50, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 10 responses up to 21-11-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>67, "agree"=>28, "disagree"=>6, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 18 responses up to 21-11-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>72, "agree"=>22, "disagree"=>6, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 18 responses up to 21-11-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>72, "agree"=>28, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 18 responses up to 21-11-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>72, "agree"=>22, "disagree"=>6, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 18 responses up to 21-11-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>78, "agree"=>22, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 18 responses up to 21-11-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>72, "agree"=>28, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 18 responses up to 21-11-2023
Yes No {"yes"=>94, "no"=>6} UNLOCK Figures based on 18 responses up to 21-11-2023

Responses taken from Ofsted Parent View

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