Summerfield Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
217
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
0113 222 4414

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
(06/12/2023)
Full Report - All Reports
46%
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)
Intake Lane
Rodley
Leeds
LS13 1DQ
01132057520

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You have established a strong sense of shared purpose at the school, rooted in openness and an absolute commitment to quality learning for all. You have a clear, realistic view of the school. You lead with quiet determination and skill. Staff morale is high. Parents and pupils are very happy with the service that the school provides. You have worked effectively to improve the teaching of reading. You know that there is still more to do. Because of your actions, reading now plays a key role in the life of the school. Pupils reported that they now have daily opportunities both at school and at home to enjoy reading and develop their skills with, and appreciation of, words. The school library is attractive and regularly used. In early years, I saw staff helping children to develop their vocabulary and confidence with words. I saw them reading, talking and writing simple sentences in a cursive script. Further up the school, I saw evidence in pupils’ books and folders of their responding, in writing, to a wide range of fiction, non-fiction and, increasingly, poetry texts. Pupils spoke with me about how much they enjoy developing their comprehension skills, along with other skills, such as inference, in their reading. The school’s leader for English has supported staff at the school in the development of their skills in the teaching of reading in all its guises. I saw examples of the effect of this in the ways that staff, both teachers and support staff, used expert questioning to deepen pupils’ understanding of, and confidence in, the texts that they were reading. I also saw the effective way that staff are linking pupils’ reading of ‘real’ writers to the development of their own skills as writers. This is having a particularly positive effect on the writing of the most able pupils. The school’s own records of the monitoring of pupils’ reading development show significant improvements as a result of the school’s actions. You and your team monitor the effect of teaching regularly. You gather information about pupils’ progress and use it when you meet with class teachers to discuss the progress and well-being of individual pupils. You check the accuracy of your staff’s judgements through regular visits by senior and subject leaders to classrooms, through joint project work and through checks of pupils’ written work. You check your own judgements and that of your team through working with the local alliance of schools and officers of the local authority. You use the information that you gather about teaching and pupils’ progress to focus training and improve pupils’ experience of school. The previous inspection in October 2014 identified the need to improve the quality of mathematics teaching across the school. You have addressed this effectively. The quality of mathematics teaching has improved significantly and is good. Pupils told me that they enjoy mathematics and the opportunities that they have to explore numbers and unravel ‘knotty’ problems. Evidence gathered during the inspection confirms this. I saw pupils enthusiastically and confidently engaged in solving mathematics problems using a range of approaches. Staff showed high levels of subject knowledge and skill as they supported and challenged pupils in this work. The scrutiny of a range of mathematics books showed pupils engaging with a wide range of mathematical challenges and making good progress. You have, rightly, identified pupils’ attendance as an issue for the school. Your actions across the last year have had a significantly positive effect on attendance, which is now very close to the national average. You and governors are aware that there is still more that needs to be done to ensure that all pupils attend school regularly. You and your team, supported by the dedicated attendance governor and the local authority, have put in place effective support structures to help the parents of those pupils who, from time to time, find sustained, regular attendance challenging. For example, you have dedicated members of staff who contact parents promptly by telephone as soon as an absence is apparent. Then, where necessary, school staff visit pupils’ homes and help with transport to school where this is a problem. You invite the parents of pupils whose attendance is below your high expectations to meet with you to explore the ways in which the school can work with parents, and other outside agencies if necessary, to ensure good attendance. You are very clear that pupils must attend school very regularly if they are to make good, sustained progress. The governing body has recently undergone some changes to its membership. It is now very well placed to continue to support and challenge leaders at the school in a focused and informed manner. This is because it is very well led, and its members are clear about the skills and knowledge that they need to fulfil their roles effectively. The governing body is very well supported by the local authority in this. Governors are also clear about the school’s vital place at the heart of the community it serves.

Summerfield Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>41, "agree"=>35, "disagree"=>6, "strongly_disagree"=>18, "dont_know"=>0} UNLOCK Figures based on 17 responses up to 08-12-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>47, "agree"=>24, "disagree"=>18, "strongly_disagree"=>12, "dont_know"=>0} UNLOCK Figures based on 17 responses up to 08-12-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>35, "agree"=>41, "disagree"=>6, "strongly_disagree"=>6, "dont_know"=>12} UNLOCK Figures based on 17 responses up to 08-12-2023
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>53, "strongly_agree"=>6, "agree"=>6, "disagree"=>12, "strongly_disagree"=>6, "dont_know"=>18} UNLOCK Figures based on 17 responses up to 08-12-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>47, "agree"=>24, "disagree"=>29, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 17 responses up to 08-12-2023
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>41, "strongly_agree"=>12, "agree"=>18, "disagree"=>18, "strongly_disagree"=>12, "dont_know"=>0} UNLOCK Figures based on 17 responses up to 08-12-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>11, "agree"=>22, "disagree"=>22, "strongly_disagree"=>33, "dont_know"=>11} UNLOCK Figures based on 10 responses up to 08-12-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>29, "agree"=>41, "disagree"=>12, "strongly_disagree"=>6, "dont_know"=>12} UNLOCK Figures based on 17 responses up to 08-12-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>29, "agree"=>41, "disagree"=>12, "strongly_disagree"=>18, "dont_know"=>0} UNLOCK Figures based on 17 responses up to 08-12-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>47, "agree"=>24, "disagree"=>24, "strongly_disagree"=>6, "dont_know"=>0} UNLOCK Figures based on 17 responses up to 08-12-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>41, "agree"=>47, "disagree"=>12, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 17 responses up to 08-12-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>35, "agree"=>41, "disagree"=>12, "strongly_disagree"=>6, "dont_know"=>6} UNLOCK Figures based on 17 responses up to 08-12-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>35, "agree"=>35, "disagree"=>18, "strongly_disagree"=>12, "dont_know"=>0} UNLOCK Figures based on 17 responses up to 08-12-2023
Yes No {"yes"=>65, "no"=>35} UNLOCK Figures based on 17 responses up to 08-12-2023

Responses taken from Ofsted Parent View

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