Barugh Green Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
306
AGES
4 - 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
01226 773677

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?

Requires Improvement
NATIONAL AVG. 2.09
Ofsted Inspection
(08/12/2021)
Full Report - All Reports
62%
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)
Higham Common Road
Barugh Green
Barnsley
S75 1LD
01226383800

School Description

Standards of education have fluctuated in the considerable period since the last inspection. Much has changed in the school and new leaders have come in. These leaders have made the right decisions about the actions needed to improve some of the weaknesses in the school. Pupils now learn a wide range of subjects in a broad curriculum. However, teaching of subjects across the curriculum is variable. Pupils are sometimes tested on knowledge and skills that they do not have. They are sometimes not ready for the work that teachers give them. Pupils do not remember some important knowledge because they have not successfully understood it in the first place. Pupils are well behaved and treat each other with kindness and courtesy. Relationships across the whole school are strong because staff show warmth and care to pupils and each other. Pupils have confidence in staff to look after them and keep them safe. Pupils know that staff will sort out issues such as bullying or using unkind words on the rare occasions they do happen. Pupils are respectful and talk with confidence about the need to show all people respect. They learn important values like charity through the ‘BG Charter’. They do not just raise money for charities but gain a deep understanding about the cause they support, such as the plight of refugees. Pupils speak with knowledge and maturity about subjects like gender respect or the rights for all. As one pupil said, ‘Difference doesn’t matter, we are all the same inside.’ What does the school do well and what does it need to do better? The headteacher has made the right decisions at the right time. He is relentless in his pursuit of building a positive culture for staff and pupils. He, along with senior leaders, has an accurate understanding of the strengths and weaknesses of the school. Leaders have brought in a new phonics programme. Most staff teach phonics effectively because they have been trained in how to use it. Pupils enjoy reading and are successful in reading books because they have been taught all the sounds in them. Staff give good support to pupils who fall behind by helping them practise the sound that they are struggling with. Mathematics is taught well because teachers have good subject knowledge and know what the small steps of knowledge they need to teach are. Teachers check pupils understand what they have been taught through precise questioning. Teachers show pupils what to do in a clear way and come back to work that pupils have done in the past. Pupils remember the important facts and methods that they need. Inspection report: Barugh Green Primary School 8 and 9 December 2021 2 Leaders have more recently introduced new curriculums in all other subjects. These curriculums are well planned and cover all the content needed for pupils to learn. Leaders have made sure that these plans identify how pupils will build up knowledge over time, starting from Reception. However, leaders recognise that there is still much more work to do to make sure that these plans are used effectively by teachers. In some subjects, teachers are not sure how to break down what they want pupils to learn into smaller steps. Teachers try to build up pupils’ knowledge to an outcome such as a piece of writing or some computer coding. However, because the steps to get there are not defined, pupils are often unsuccessful in achieving the goals set for them. Teachers’ use of assessment does not consistently help them to understand what pupils have understood or what they can do. Teachers carry out tasks that follow the school’s policies, but teachers often do not use this information purposefully. They check on overall outcomes but do not gain a clear picture of which aspects pupils have found difficult. This means that pupils do not get the extra support or direction where they most need it. Leaders have produced a lot of new guidance and systems for staff to understand in a short amount of time. Much of these were needed. However, staff do not consistently use them successfully. Leaders have provided suitable training for staff but it is not showing the impact leaders want. Despite this, staff report that leaders are considerate of their workload. Staff are on board with new initiatives and the reasons for doing them. Some training for teachers has been disrupted due to COVID-19. Leaders have ensured that the assessment of all pupils with special educational needs and/or disabilities (SEND) is now accurate. The needs of pupils are correctly and quickly identified. Leaders know that more needs to be done to make sure the provision for these pupils is well matched to their needs. Currently, this is not the case for too many pupils. There is a lack of precision in some plans, so staff do not know how best to support some pupils. Sometimes, pupils are asked to do work that they do not have enough prior knowledge of to be successful. Some pupils then do not get better at basic skills, such as handwriting or reading books fluently. Attendance of pupils is similar to that of other pupils nationally. Leaders want it to be even better. They have brought in a new system that notifies parents when their children’s attendance has become a concern. This has shown early promise and attendance for pupils is improving. Leaders have provided effective training for staff in the early years in early reading and speaking and listening. Staff emphasise sounds in words and check children can form letters correctly. Staff in the early years make sure that what children do independently matches the curriculum. However, the curriculum is not precise enough for much of this to be successful. Issues with breaking down knowledge into smaller steps that exist in other parts of school are also evident in the early years. Inspection report: Barugh Green Primary School 8 and 9 December 2021 3 This means that children are sometimes asked to do work that is too difficult. Staff are not sure precisely what children need to know in some of their independent work and so, sometimes, do not offer them the right support at the right time. Governors are realistic about the strengths and weaknesses of the school. They are skilled in their roles and are providing effective support and challenge to senior leaders. They have set up a ‘quality of education committee’ that meets to check on improvements to the curriculum. They speak to subject leaders and pupils to check what leaders are telling them is accurate. These actions are helping to improve the education in the school.

Barugh Green Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>61, "agree"=>31, "disagree"=>8, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 49 responses up to 29-02-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>69, "agree"=>20, "disagree"=>6, "strongly_disagree"=>2, "dont_know"=>2} UNLOCK Figures based on 49 responses up to 29-02-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>53, "agree"=>31, "disagree"=>12, "strongly_disagree"=>0, "dont_know"=>4} UNLOCK Figures based on 49 responses up to 29-02-2024
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>82, "strongly_agree"=>2, "agree"=>2, "disagree"=>8, "strongly_disagree"=>2, "dont_know"=>4} UNLOCK Figures based on 49 responses up to 29-02-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>41, "agree"=>41, "disagree"=>10, "strongly_disagree"=>6, "dont_know"=>2} UNLOCK Figures based on 49 responses up to 29-02-2024
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>24, "strongly_agree"=>37, "agree"=>14, "disagree"=>16, "strongly_disagree"=>8, "dont_know"=>0} UNLOCK Figures based on 49 responses up to 29-02-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>50, "agree"=>13, "disagree"=>25, "strongly_disagree"=>0, "dont_know"=>13} UNLOCK Figures based on 10 responses up to 29-02-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>43, "agree"=>43, "disagree"=>10, "strongly_disagree"=>2, "dont_know"=>2} UNLOCK Figures based on 49 responses up to 29-02-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>57, "agree"=>35, "disagree"=>4, "strongly_disagree"=>0, "dont_know"=>4} UNLOCK Figures based on 49 responses up to 29-02-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>47, "agree"=>35, "disagree"=>18, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 49 responses up to 29-02-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>51, "agree"=>27, "disagree"=>8, "strongly_disagree"=>0, "dont_know"=>14} UNLOCK Figures based on 49 responses up to 29-02-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>47, "agree"=>33, "disagree"=>14, "strongly_disagree"=>2, "dont_know"=>4} UNLOCK Figures based on 49 responses up to 29-02-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>47, "agree"=>39, "disagree"=>10, "strongly_disagree"=>2, "dont_know"=>2} UNLOCK Figures based on 49 responses up to 29-02-2024
Yes No {"yes"=>82, "no"=>18} UNLOCK Figures based on 49 responses up to 29-02-2024

Responses taken from Ofsted Parent View

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