Bishop Bridgeman CofE Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
465
AGES
3 - 11
GENDER
Mixed
TYPE
Academy converter
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
01204 332143 / 332137

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
(26/6/19)
Full Report - All Reports
76%
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

Rupert Street
Bolton
BL3 6PY
01204333466

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. Based on the evidence gathered during this short inspection, I am of the opinion that the school has demonstrated strong practice and marked improvement in specific areas. This may indicate that the school has improved significantly overall. Therefore, I am recommending that the school’s next inspection be a section 5 inspection. Leaders have developed a positive, aspirational and inclusive culture based around the school motto of, ‘we work, we play, we care, we pray’. Your strong leadership has established a caring and calm ethos that ensures that all pupils thrive. As a result of leaders’ actions, attainment across the school has been rising steadily over the last few years. In 2018, the proportion of pupils by the end of Year 6 that achieved the expected standard in reading, writing and mathematics was significantly above the national average. Alongside this, over the last three years the progress that pupils have made in reading, writing and mathematics by the end of key stage 2 has also been significantly above the national average. Since the school became an academy, leadership at the school has been further strengthened by the reallocation of management roles. You have established an enthusiastic and highly skilled staff that are determined to keep making improvements in their areas of responsibility. During the trust’s growth, staff have had many opportunities to develop their knowledge and skills and pursue additional leadership responsibilities. This has contributed to staff remaining at the school as they are happy and feel valued and their morale is high. Consequently, teaching, learning and assessment is consistently of a high standard across the school. Governors are exceptionally proud of the school. They are determined that pupils will achieve to the best of their ability, and they have the highest aspirations for their futures. Governors regularly visit the school to review the school improvement priorities. As a result, they have a precise understanding of the school’s effectiveness. They are knowledgeable and have a wide set of skills that they use to challenge and support you. Pupils love being part of the school community, and they wear their school uniform with pride. They behave exceptionally well in class and around the school. They are extremely confident and curious learners, because of the interesting learning activities that teachers provide. They value their education because of the excellent relationships that they have with staff and each other. As a result of strong provision for spiritual, moral, social and cultural education, pupils’ understanding of British values is well developed. Pupils that I spoke with during the inspection were keen to tell me about the wide range of leadership roles that they have within the school and the work that they had done. For example, the ‘ethos leaders’ plan an annual conference for a wide range of delegates, where they present work that they have done, and the impact that it has had. They have also published their own ethos books. These books share a range of ideas and activities that other schools can use to promote their school values and pupils’ spiritual development. Safeguarding is effective. There is a strong culture of safeguarding in the school. All arrangements are fit for purpose. This aspect of the school’s work is effectively led. Records are detailed and of high quality. Staff are thorough in checking visitors’ identify on entry. All staff and governors are well trained and kept up to date about safeguarding matters. Consequently, they have a good understanding of their responsibility to ensure pupils’ safety and well-being. The school’s records show that when there is a risk to pupils, leaders work closely with families to protect children. They also work effectively with other agencies when required. Pupils that I spoke to said that they feel safe and that they know how to keep themselves safe in a range of situations, including when they are online. This is because the curriculum provides many opportunities for pupils to learn about staying safe. The majority of the parents that I spoke to said that their children are happy and safe. The use of ‘prayer spaces’ provides pupils with a safe space to go when they need time to reflect, which they value. Inspection findings As part of this inspection, I focused on several lines of enquiry. The first one concerned outcomes for children in the early years. This was because the proportion of children who achieved a good level of development has been consistently below the national average. I also wanted to focus on the progress that boys were making in their reading and writing.

Bishop Bridgeman CofE Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree 78% Agree 9% Disagree 9% Strongly Disagree 0% Don't Know 4% {"strongly_agree"=>78, "agree"=>9, "disagree"=>9, "strongly_disagree"=>0, "dont_know"=>4} Figures based on 23 responses up to 06-04-2022
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Figures based on 23 responses up to 06-04-2022

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Figures based on 23 responses up to 06-04-2022

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Figures based on 23 responses up to 06-04-2022

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Figures based on 23 responses up to 06-04-2022

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Figures based on 23 responses up to 06-04-2022

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Figures based on 10 responses up to 06-04-2022

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Figures based on 23 responses up to 06-04-2022

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Figures based on 23 responses up to 06-04-2022

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Figures based on 23 responses up to 06-04-2022

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Figures based on 23 responses up to 06-04-2022

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Figures based on 23 responses up to 06-04-2022

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Figures based on 23 responses up to 06-04-2022

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Figures based on 23 responses up to 06-04-2022

Responses taken from Ofsted Parent View

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