Badger Hill Primary Academy
Catchment Area, Reviews and Key Information

Primary
PUPILS
202
AGES
4 - 11
GENDER
Mixed
TYPE
Academy converter
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 2021, ONS
01904 551 554

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?

4 1 1 2 3 4
NATIONAL AVG. 2.08
Ofsted Inspection
(2/7/19)
Full Report - All Reports
46%
NATIONAL AVG. 65%
% 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 10% of schools in England) Below Average (About 8% of schools in England) Average (About 67% of schools in England) Above Average (About 5% of schools in England) Well Above Average (About 10% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 7% of schools in England) Average (About 64% of schools in England) Above Average (About 9% of schools in England) Well Above Average (About 10% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 11% of schools in England) Average (About 58% of schools in England) Above Average (About 10% of schools in England) Well Above Average (About 10% of schools in England)

School Results Over Time

2017 2018 2019 UNLOCK

% pupils meeting the expected standard in Key Stage 2 tests (age 11)
2017 2018 2019 UNLOCK

% pupils meeting the higher standard in Key Stage 2 tests (age 11)

These results over time show historic performance for key exam results. We show pre-pandemic results as the fairest indicator of whether performance is up, down or stable

Crossways
Badger Hill
York
YO10 5JF
01904806480

School Description

Over recent years, the leadership team has maintained the good quality of education in the school. Since 2016, there have been significant changes in leadership. The previous headteacher left the school in September 2017. The trust deployed an executive headteacher and a school improvement adviser to lead the school in the interim period until your appointment in January 2018. In April 2018, the deputy headteacher left the school. In September 2018, governors appointed two newly qualified teachers in Year 1 and Year 3. You, supported by the trust, restructured the school’s leadership team and you internally promoted staff in the new roles of: an assistant headteacher leading attendance and behaviour and pupil premium, phase leaders for key stages 1 and 2 who also lead English and mathematics, and a pastoral leader. As a result, leadership and management have been strengthened further. Since your appointment, you have been relentless in your ambition for continuous school improvement through the school’s motto of ‘Together we will grow’. You and your leadership team have reviewed all areas of the school, correctly identifying and prioritising areas for improvement. Your determination and passion have ensured that leadership, at all levels, is focused not only on the progress of pupils, but also on their whole-school experience. As a result, over recent years, the progress pupils make from their starting points has been good overall. Governance is a strength of the school. The membership of the local governing committee has been stable over the last two years. The chair leads the governing committee effectively. Governors have a wide range of skills and expertise and are routinely involved in school life. They provide robust challenge and support to leaders and know the strengths and weaknesses of the school very well. The trust and its representative with an overview of primary school performance provide effective support and challenge to staff at all levels. You, supported by the trust, have successfully managed the relocation of the school to a new building for September 2019. There is strong capacity in the school’s leadership to achieve the improvements you aspire to. Since your appointment, you reviewed the curriculum and placed a particular focus on the teaching of English and mathematics. You ensured that all middle leaders, including the leaders of these areas, received appropriate training. Staff value and support your determination to bring about improvements in teaching and learning and professional development. Your passion has created a very strong culture of collaboration and a team ethos among your staff. You and your senior leaders regularly monitor the quality of teaching and have put in place effective monitoring systems and procedures to support further improvement. As a result, all teaching across the school is now strong. Safeguarding is effective. You and your deputy designated safeguarding leader have ensured that all safeguarding arrangements are fit for purpose and records are detailed. There is a strong safeguarding culture in the school. You and your staff know the pupils well and monitor pupils’ welfare thoroughly. The school’s administration officer supports you effectively and together you ensure that you carry out appropriate checks on the suitability of all staff who work with pupils. Your safeguarding governor evaluates all areas of safeguarding thoroughly. You, with the support of the trust, have ensured that staff and governors receive appropriate training in child protection, including the dangers of radicalisation and female genital mutilation. All staff are vigilant and know what to do if they have any concerns about the children and pupils in your school. Staff meet regularly to discuss the latest updates on safeguarding policy and practice, and any concerns raised about pupils. The school shares information with external agencies effectively. Pupils report that they feel safe in school, including online, and know who to go to if they have any concerns. They also say that bullying is very rare and when it does happen, teachers deal with it effectively. Inspection evidence and the views of parents, carers and staff also support this. Inspection findings Over recent years, and more specifically since your appointment, you have strengthened further monitoring systems which show that the quality of teaching is good and better. Together with your leaders, you check the impact on the quality of teaching and the progress of pupils, based on a carefully planned schedule. You and the trust provide effective support to staff that need it. Teaching assistants are deployed effectively and they support pupils with special educational needs and/or disabilities well. As a result, most teachers provide appropriate challenge for most.

Badger Hill Primary Academy Parent Reviews



unlock % Parents Recommend This School
Strongly Agree 56% Agree 41% Disagree 1% Strongly Disagree 0% Don't Know 1% {"strongly_agree"=>56, "agree"=>41, "disagree"=>1, "strongly_disagree"=>0, "dont_know"=>1} Figures based on 87 responses up to 16-11-2021
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Figures based on 87 responses up to 16-11-2021

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Figures based on 87 responses up to 16-11-2021

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Figures based on 87 responses up to 16-11-2021

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Figures based on 87 responses up to 16-11-2021

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Figures based on 87 responses up to 16-11-2021

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Figures based on 10 responses up to 16-11-2021

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Figures based on 87 responses up to 16-11-2021

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Figures based on 87 responses up to 16-11-2021

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Figures based on 87 responses up to 16-11-2021

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Figures based on 87 responses up to 16-11-2021

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Figures based on 87 responses up to 16-11-2021

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Figures based on 87 responses up to 16-11-2021

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Figures based on 87 responses up to 16-11-2021

Responses taken from Ofsted Parent View

Your rating:
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