Barley Mow Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
174
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 2021, ONS
0191 433 2757 / 0191 433 2109

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
(20/9/18)
Full Report - All Reports
78%
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

Pembroke Avenue
Barley Mow
Birtley
Chester le Street
DH3 2DJ
01914102758

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. Since the last inspection you have provided strong, effective leadership which has led to the development of the school. You know the school extremely well, have high expectations of yourself and your staff and are determined to achieve the best possible outcomes for every pupil. You are supported well by your senior leadership team and governors, who are ambitious to provide the best possible education for pupils. You have been proactive in requesting support from the local authority to improve the outcomes for pupils in school. This support has been very effective. You have accurately identified the school’s strengths and priorities for improvement. Leaders’ self-evaluation and improvement plan identify the correct priorities for improving the school further and raising pupils’ achievements. Leaders, staff and governors have largely dealt with the areas of improvement identified at the previous inspection. Your participation in a cross curricular improvement group has provided high-quality professional development for senior and middle leaders. This joint professional development, across 10 schools, has had a positive impact on middle leaders’ grasp of their subjects. You and your deputy headteacher provide whole-school, group and individually tailored support for staff. High-quality professional development has also had a positive impact on current outcomes in writing. Pupils’ books in English, history, geography and science show that pupils know how to improve their work, and this has led to higher standards in English across the curriculum. Pupils report that they find this system useful and they know it improves their work. One pupil stated, ‘It is easy to use, and it really works!’ Other pupils agreed. In 2018, at the end of key stage 2, an increasing number of pupils achieved expected and higher scores in reading and writing. A number of disadvantaged pupils achieved higher scores in reading and writing, but fewer pupils achieved the expected level. At key stage 2 in 2018, grammar, punctuation and spelling attainment in school improved rapidly. Pupils, including disadvantaged pupils, achieved well above the national average, with 90% of pupils achieving the expected level and 28% of pupils achieving a higher score. This demonstrates how leaders are striving to improve English outcomes for all pupils. Leaders have identified, and are working hard to ensure, that challenge for the most able and disadvantaged pupils is a priority. Provision in school and work in pupils’ books demonstrate that this priority is being addressed by the school. Leaders and governors have identified that mathematics is a priority area this academic year. At key stage 2 in 2016 and 2017, progress in mathematics, for all pupils, was well above the national average, attainment was below the national average at expected and at higher standards. In 2018, at the end of key stage 2, there was a decline in the progress made by pupils in mathematics, particularly the most able and disadvantaged pupils. Attainment in mathematics at the end of key stage 2 remained below the national average at the expected standard, though more pupils achieved the higher standard. Leaders have correctly identified that improving attainment at the end of key stage 2 in mathematics, at both the expected and the higher standard, is a priority, particularly for the most able and disadvantaged pupils. Leaders have maintained the previously identified strengths. In the last inspection, pupils’ behaviour was highlighted as a strength. This strength has been enhanced. The headteacher and governors have reviewed behaviour management and this has resulted in consistent high standards of behaviour across school. School records demonstrate the impact these actions have had. There are now very few instances of poor behaviour and no fixed-term or permanent exclusions. All pupils throughout the school, including the children in early years, enjoy their learning and behave exceptionally well. Pupils are confident and independent learners. They listen carefully to each other and adults. The school is working towards becoming a Rights Respecting School. Pupils and staff develop classroom charters; this partnership supports excellent relationships that enhance learning. During our visits to classrooms, pupils engaged well with their learning and worked hard. This is because teachers plan work that matches pupils’ needs and interests well. Pupils could confidently explain to me what they were learning and what they were aiming to improve. Teachers work hard to support pupils to improve their work, in line with the school’s policy, that supports continuous improvement. Pupils told me one of the best things about school is the staff and that they enjoy the range of subjects they study.

Barley Mow Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree 72% Agree 22% Disagree 6% Strongly Disagree 0% Don't Know 0% {"strongly_agree"=>72, "agree"=>22, "disagree"=>6, "strongly_disagree"=>0, "dont_know"=>0} Figures based on 18 responses up to 21-09-2018
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Figures based on 18 responses up to 21-09-2018

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Figures based on 18 responses up to 21-09-2018

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Figures based on 18 responses up to 21-09-2018

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Figures based on 18 responses up to 21-09-2018

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Figures based on 18 responses up to 21-09-2018

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Figures based on 18 responses up to 21-09-2018

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Figures based on 18 responses up to 21-09-2018

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Figures based on 18 responses up to 21-09-2018

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Figures based on 18 responses up to 21-09-2018

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Figures based on 18 responses up to 21-09-2018

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Figures based on 18 responses up to 21-09-2018

Responses taken from Ofsted Parent View

Your rating:
Review guidelines
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