Slaithwaite Church of England Voluntary Controlled Junior and Infant School
Catchment Area, Reviews and Key Information

Primary
PUPILS
166
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
(13/12/2023)
Full Report - All Reports
88%
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)
Holme Lane
Slaithwaite
Slaithwaite Ce Holme Lane
Huddersfield
HD7 5UG
01484506463

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You have a very strong vision for pupils’ learning and development and this is well supported by the governing body. Over your time in post, you have made continual improvements to the school so that pupils’ educational experience keeps getting better. Leaders are passionate about providing pupils with an exciting curriculum which develops their well-being, as well as their academic capabilities. Consequently, pupils thoroughly enjoy their learning and the experiences school provides. The grounds are used to maximum effect, with a cabin, allotment, pond and extensive play areas with climbing equipment and a woodland area. Staff use these facilities to promote pupils’ teamwork, resilience and risk-taking. They also support pupils’ development of knowledge, skills and understanding across the wider curriculum, for example in science. Pupils feel well cared for because staff have a considerate and nurturing approach. Parents and carers also highly value the school’s community feel. Relationships are built on trust and mutual respect and pupils respond by having excellent attitudes to their learning. Additional extra-curricular activities such as the little chefs’ club, the gardening club and crazy golf enhance the learning that takes place in school time and encourage pupils to find new interests. Leaders value pupils’ ideas and opinions and, as a result, pupils become articulate and confident. Pupils relish responsibilities such as being buddies, leaders, school councillors and part of the green team. Older pupils are really keen to provide support for younger ones and do so with pride and enthusiasm. Pupils helping to lead the lunchtime running club contribute to the exemplary lunchtime experience. Supervised sports and activities ensure that pupils are well occupied and physically active. Consequently, pupils behave very well at lunchtime. You are continually working to improve the quality of teaching, learning and assessment, which was identified as an area for development at the last inspection. Matching work to pupils’ needs is now a strength. New systems for assessment and improved accountability through appraisal are resulting in staff having a very secure understanding of each pupil’s stage of development and their next steps for learning. You have introduced a coaching model to support teachers in developing their practice and the impact it has on pupils’ learning. Consequently, staff feel valued and supported. Together as a staff team, you take collective responsibility for pupils’ outcomes. Pupils make good progress and consistently reach aboveaverage standards in reading, writing and mathematics by the end of key stage 2. As a result of your sharp self-evaluation, you quickly notice any relative weaknesses in pupils’ outcomes and take prompt action. For example, following slightly disappointing outcomes for pupils at the end of key stage 1 in 2016, there was strong improvement in 2017, which is set to continue as a result of leaders’ actions. You are not complacent about the positive outcomes which pupils achieve and are always looking for ways to fine-tune approaches to teaching. During the inspection, you recognised the need for pupils to secure their letter formation more quickly to assist their writing development. Additionally, in mathematics, following a successful focus on pupils’ problem-solving, you are aware that the next step is to develop pupils’ reasoning skills to support their mathematical understanding. The school benefits from highly skilled governors who provide appropriate challenge and support to enable the school to keep improving. They use their areas of responsibility, regular visits and involvement in school life to check for themselves the impact of leaders’ actions. Safeguarding is effective. Leaders are passionate about the importance of safeguarding. A vigilant safeguarding culture is well established. You have made sure that procedures are effective and records are detailed and of high quality. Training successfully supports staff in identifying and reporting any causes for concern. Leaders also communicate important safeguarding updates to parents. Behaviour in lessons and around the school is excellent. The lunchtime experience promotes good behaviour and positive relationships. Pupils say that bullying is very rare. They are confident that, should it happen, staff would deal with it competently. Pupils are taught about keeping themselves and others safe through the carefully planned curriculum. For example, using the woodland area and following a code of conduct help them to assess and manage risks.

Slaithwaite Church of England Voluntary Controlled Junior and Infant School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>89, "agree"=>9, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 55 responses up to 14-12-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>89, "agree"=>9, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 55 responses up to 14-12-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>80, "agree"=>16, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>2} UNLOCK Figures based on 55 responses up to 14-12-2023
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>76, "strongly_agree"=>5, "agree"=>5, "disagree"=>0, "strongly_disagree"=>2, "dont_know"=>11} UNLOCK Figures based on 55 responses up to 14-12-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>84, "agree"=>15, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>2} UNLOCK Figures based on 55 responses up to 14-12-2023
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>44, "strongly_agree"=>49, "agree"=>7, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 55 responses up to 14-12-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>75, "agree"=>0, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>25} UNLOCK Figures based on 10 responses up to 14-12-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>76, "agree"=>18, "disagree"=>4, "strongly_disagree"=>0, "dont_know"=>2} UNLOCK Figures based on 55 responses up to 14-12-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>85, "agree"=>13, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 55 responses up to 14-12-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>73, "agree"=>24, "disagree"=>4, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 55 responses up to 14-12-2023
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 55 responses up to 14-12-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>89, "agree"=>11, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 55 responses up to 14-12-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>78, "agree"=>18, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>2} UNLOCK Figures based on 55 responses up to 14-12-2023
Yes No {"yes"=>98, "no"=>2} UNLOCK Figures based on 55 responses up to 14-12-2023

Responses taken from Ofsted Parent View

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