Biddick Hall Junior School
Catchment Area, Reviews and Key Information

7 - 11
Community school

How Does The School Perform?

4 1 1 2 3 4
Ofsted Inspection
Full Report - All Reports
% 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)
Chesterton Road
South Shields
NE34 9SP

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You have ensured that Biddick Hall Junior School is a happy, vibrant learning environment in which staff strive to provide the very best quality of education for pupils. Pupils enjoy a rich and broad curriculum which is enhanced by ‘wow moments’ that stimulate and capture pupils’ imagination. These include frequent visitors and excursions. Teachers’ high expectations ensure that pupils take great pride in all aspects of their work. Pupils’ workbooks are beautifully presented and most pupils demonstrate excellent attitudes to learning during their lessons. Pupils speak highly of their teachers and told me that there is always someone to help them with their work if they need assistance. The large majority of parents are appreciative of the work you do and have confidence that you will act quickly to address any issues they raise. Since the previous inspection, you have worked relentlessly to raise the achievement of pupils across the school. Your unswerving focus has paid off. The proportion of pupils, including disadvantaged pupils, reaching the standards expected for their age in reading, writing and mathematics has risen and is above the national average by the time pupils leave the school. In particular, those pupils who have low prior attainment are supported skilfully to catch up rapidly, and many reach the expected standard for their age by Year 6. This ensures that pupils are well prepared for the next stage of their education. You have carefully navigated your staff team through the increased demands of the revised national curriculum. This has ensured that the improved outcomes for pupils have been sustained throughout a period of national change. You have developed a strong team of leaders who share your ambition for the school. You and your leadership team have the full confidence of your staff, who feel valued and supported professionally. This has enabled you to improve the quality of teaching across the curriculum over time. This is particularly the case in writing, where extremely effective teaching is securing strong progress from pupils in most classes. As a consequence, pupils’ attainment in writing has continued to rise and is high by the time they reach Year 6. At the previous inspection, you were asked to improve the proportion of pupils reaching the highest standards of attainment in mathematics. More teachers are setting work at just the right level for pupils’ abilities. However, you recognise that there is still more to do to ensure that some pupils, including disadvantaged pupils, make faster progress to reach the highest standards of attainment in mathematics and also in reading. You have already begun to address this through your school development plan. While your plan is focused on the correct strategic priorities, the targets set are not sufficiently precise to enable governors to check on the impact of your work fully. Safeguarding is effective. You take personal responsibility for ensuring that safeguarding arrangements are fit for purpose. Staff throughout the school have experienced a comprehensive programme of training which ensures that they fulfil their safeguarding responsibilities effectively. Adults are, for example, knowledgeable about the signs and symptoms of radicalisation. They act swiftly to raise any concerns about pupils’ safety. When pupils appear to be at risk, safeguarding records show that you take prompt action to engage with external agencies to keep pupils safe. The curriculum provides regular opportunities to help pupils to keep themselves safe. Pupils have a good understanding of how to use the internet safely. The ‘Stay Safe’ focus week empowers pupils to take action where they have concerns about bullying. Pupils report that when, occasionally, bullying occurs, or pupils behave inappropriately, they have faith that the adults in school will help them to resolve matters. You are aware that, over time, pupils’ attendance has not improved quickly enough and remains just below the national average. You have worked to address this, including refusing to authorise term-time holidays, and have liaised with the local authority to take legal action where you have deemed it appropriate. A recent project has helped to reduce the persistent absence of pupils who are eligible for support for their special educational needs. However, you recognise that there is more to do so that all pupils, particularly those who are disadvantaged, attend well.

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 2020, ONS
0191 424 7746

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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