Batley Grammar School
Catchment Area, Reviews and Key Information

Primary & Secondary
3 - 16
Free schools
Not Rated

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
01484 225007

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?

Ofsted Inspection
Full Report - All Reports
5+ GCSEs grade 9-4 (standard pass or above) including English and maths

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Per month

Progress Compared With All Other Schools

UNLOCK Well Below Average (About 15% of schools in England) Below Average (About 18% of schools in England) Average (About 35% of schools in England) Above Average (About 16% of schools in England) Well Above Average (About 16% of schools in England)

School Results Over Time

2019 2022 2023 2020 Covid-19 2021 Covid-19 UNLOCK

% of pupils who achieved 5+ GCSEs grade 9-4
2019 2022 2023 2020 Covid-19 2021 Covid-19 UNLOCK

% of pupils who achieved GCSE grade 5 or above in both English and maths
Carlinghow Hill
WF17 0AD

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. Your leadership continues to galvanise school leaders, teachers and staff. Having been effective as head of school, you have a proven capacity to lead the school forward. Inspectors have confidence in your ability to improve the quality of provision on offer and the outcomes that pupils achieve as you move into your new role as substantive headteacher. You bring a keen eye to school leadership. You have ensured that systems and structures at the school are clear and fit for purpose. Everyone knows what they should be doing and why. No stone is left unturned in the way that you assess what is going well at school and what needs to improve. As a result of these accurate and comprehensive self-evaluation processes, improvement planning is precise and associated actions sensible. You track the progress that pupils are making, and the standards that they are reaching, effectively. This allows subject leaders to intervene when individual pupils are not making as much progress as they could. Previously, for example, you noted that some of your most-able pupils were coasting. The strategies that you put in place ensured that this is no longer the case. This is an example of the capacity that you and your team have to make the school even better for the pupils in your care. Staff are proud of their school and happy to work for you. They appreciate the programmes of professional development that you put in place for them. You invest time, energy and resources in developing teachers’ leadership skills. As a result, your middle leaders are highly ambitious for their pupils. There is a real thirst for school improvement among many of these colleagues. In addition, governors support the school well. They are very committed and able. They are well led, and they care deeply for the school and its pupils. Governors take their responsibilities very seriously and are a force for good at your school. Teaching is characterised by a tight lesson planning structure developed to support all staff to engage pupils in learning. What is more, the structure still allows teachers to be creative when planning, in order to spark the interest of their classes. The increasingly effective use of ‘personal learning checklists’ helps to focus staff on exactly what knowledge and which skills that individual pupils need to develop further. Pupils’ behaviour in class is often exemplary. Pupils are committed to learning, they are respectful in classrooms and they try their best. Your use of ‘progress cards’ helps individual pupils to know exactly where they are in their learning and where they need to try even harder. Where learning is strongest, teachers use questioning very effectively to push pupils’ understanding on. Typically, pupils feel cared for and included in school life. They have friends from different cultural heritages and religious backgrounds. Pupils understand, respect and celebrate difference. They are engaged in their learning and try their best. Your school is a calm place to be, and a happy place to learn. It is a place where pupils can indeed ‘believe, grow and succeed’, as your strapline and mnemonic suggest. You, together with your school leaders, have been successful in addressing areas for improvement highlighted in the previous inspection. Provision in early years is now much stronger. An increasingly high proportion of children make good progress and leave Reception ‘ready to fly’ in Year 1. Your director of primary has successfully spearheaded improvements in early years. In addition, since the time of the last inspection, the decision was made to close the sixth form. The sixth form was an area for improvement cited in the previous inspection report. You and your team want your pupils to experience the very best educational experiences. You want to ensure that all areas of school life are strong. As such, you are aware that the quality of teaching in the primary phase is too variable, particularly in writing. You also know that the rates of progress that pupils in the secondary phase are making in mathematics are slower than those in other subjects. Plans are already in place to develop these areas of the school. The executive principal is giving you effective support as headteacher, and offering sensible guidance as your predecessor. Her role is now focused on the development of governance, and she is focused on the development of a multi-academy trust model in the local area. Her skills are being used well to this end.

Batley Grammar School Parent Reviews

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