Barlby Community Primary School
Catchment Area, Reviews and Key Information

Primary
School Guide Rating
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Hilltop
Barlby
Selby
YO8 5JQ
01757703317
Pupils
386
Ages
3 - 11
Gender
Mixed
Type
Community school
4 1 1 2 3 4
NATIONAL AVG. 2.08
Ofsted Inspection
(23/5/18)
Full Report - All Reports
83%
NATIONAL AVG. 65%
% pupils meeting the expected standard in reading, writing and mathematics
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School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You demonstrate a passion and determination to provide the best for the pupils. Through astute changes to the leadership structure, the school now has four senior leaders who possess a wealth of skills and knowledge. They know the school well and areas highlighted for improvement in the last inspection report have been tackled with rigour. Middle leaders and junior staff are supportive of leaders and, through their dedication and teamwork, an attractive and stimulating environment for learning has been created. Displays in the corridors and classrooms are vibrant and teaching walls provide practical support and examples of good practice. A number of parents praised the good work of the school and particularly the professionalism of the teaching staff and teaching assistants. One parent wrote to me saying, ‘We are impressed on every level and both my children are blossoming.’ Pupils are equally proud of their school and spoke enthusiastically of the many good things it offers. All said they felt safe and well supported and, consequently, enjoy coming to school. Your relentless pursuit for developing the school further and providing the best for the pupils has meant that areas for improvement, which were recommended in your last inspection report, have been tackled with rigour. Significant work has been carried out to closely track the progress pupils make and increase the challenge for all abilities. The introduction of regular meetings to moderate pupils’ work ensures that pupils are assessed accurately. Any pupils with gaps in their learning are quickly identified and supported. A new curriculum has been implemented and this ensures no repetition of subject matter and a clear progression of skills. The mathematics scheme has been updated and class ‘guided reading’ across the school ensures that pupils are developing effective comprehension skills. A reading support programme has been introduced in the early years and key stage 1 to support reading and writing. Performance management targets for staff are appropriately challenging and governors and leaders work closely together to monitor teaching. Pupils are achieving well throughout the school. In the early years, children get off to a wonderful start. Outcomes in the early years have improved year on year in recent years. Most children are ready for learning in Year 1. A well-above-average proportion of pupils achieve the expected standard in the Year 1 phonics screening check. In 2017, standards by end of Year 2 increased considerably. A much higher than average proportion of pupils reached the expected standards in reading, writing and mathematics. Leaders are now working to increase the proportion of pupils who reach the higher standards by the end of Year 2 and, although this is starting to pay off, this is still an area for further improvement. In key stage 2, pupils’ achievement in mathematics is particularly good and standards by the end of Year 6 are very high. However, in recent years, achievement in reading and writing in key stage 2 has not been as good. Leaders have taken action to boost pupils’ achievement in key stage 2 in these subjects. Although pupils are now making better progress, you know that there is further work needed to increase the level of challenge, especially for the most able pupils, so that a greater proportion of pupils reach the higher standards in these subjects. Safeguarding is effective. You and your senior leaders have established policies and practice that are highly effective and fit for purpose. Safeguarding records are appropriately detailed and of high quality and all checks for the recruitment of staff are in place. You have prioritised child protection training for teachers and governors and staff meetings and governor meetings always feature safeguarding as an agenda item. All staff have recently completed the ‘safeguarding online’ training and a working party of staff and governors are working towards the 360-degree quality mark which recognises effective internet safety procedures. Pupils at risk or subject to child protection plans are well supported. One parent was keen to describe the excellent support that she had been afforded and described how teachers and assistants had provided an ‘environment of stability, comfort and safety’ for her child. These views were reflected in Ofsted’s online parent questionnaire where almost all those who responded felt that their child was safe at school. Pupils’ attendance is monitored assiduously by you and your office staff, with the result that the attendance rates of pupils for the past three years have been either above or in line with national averages. Pupils were keen to explain to me the rewards that good attendance brings. Pupils said that they feel safe at school. They described behaviour as good and explained that incidents of bullying were rare and quickly dealt with by teachers.

Barlby Community Primary School Catchment Area Map

This pupil heat map shows where pupils currently attending the school live.

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heatmap example
Source:
All attending pupils
National School Census Data 2020
ONS
Pupil heat map key

How many pupils attending the school live in the area?

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Some
Few



The concentration of pupils shows likelihood of admission based on distance criteria

01609 533679

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 areas from which pupils are admitted to a school can change from year to year to reflect the number of siblings and pupils admitted under high priority admissions criteria.

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.

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