Bradshaw Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
331
AGES
4 - 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
01422 392617

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
(3/4/19)
Full Report - All Reports
87%
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

Ingham Lane
Bradshaw
Halifax
HX2 9PF
01422244283

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. One area of strength in school is around the work to support pupils who have special educational needs and/or disabilities. These pupils’ needs are well understood, and this helps them to make strong progress and to work increasingly independently in the classroom. The work of teachers and leaders with these pupils also helps them in their personal, social and emotional well-being and development. Additionally, for a sustained period of time, the early years provision has been a strength of the school. This continues to be the case. Children arrive in the preschool class or Reception class and make good progress from their starting points. They settle quickly because adults understand their needs and interests. The provision also ensures that children can access a range of activities which strongly support their development across the different learning areas, including in reading, writing and mathematics. As a result, children are well prepared for their next stage of learning. At the last inspection, inspectors made a number of recommendations to support further improvements in school. Inspectors suggested that the school work to improve its relationship with parents. Since the last inspection, there has been a marked improvement in the relationship between the school and the parents. Parents now report that they are well informed about how well their children do in school and they state that if they report a concern, you deal with it effectively and efficiently. Because of your quick response to parents’ concerns, parents feel assured that pupils are well cared for and that behaviour in the school is strong. They also believe that bullying is rare and dealt with effectively. Pupils agree with parents’ views and they also report that they feel safe and happy in school. Another suggestion made by inspectors was to improve pupils’ spelling, punctuation and grammar to support better accuracy in writing. When pupils are tested in these skill areas they do very well and a very high proportion exceed the expected standard for their age. This can also be seen increasingly in the writing of some pupils. However, this is not always the case and at times pupils do not apply the skills they have learned into their extended writing. This is particularly the case for boys and disadvantaged pupils, who do less well in writing than other pupils. At the last inspection, inspectors suggested that middle leaders needed further training to ensure that they were able to support senior leaders fully. Middle leaders now have a very clear understanding of their roles and work well as a team to support pupils’ well-being and strong progress in the curriculum. Safeguarding is effective. You and your leadership team have ensured that the procedures and systems you use to keep pupils safe are fit for purpose and effective. These arrangements are checked and updated on a regular basis to ensure that adults know how to keep pupils safe and well safeguarded. Staff and governors receive regular training and know what to do if they spot a concern, or if a concern is reported to them. The school keeps parents, staff and pupils informed about what to do if they have a concern. The website has a record of the school’s policies and there are posters around the site with the names and pictures of key personnel who work to safeguard pupils. There are also assemblies and other special events to keep pupils informed, for example to make sure they know how to keep themselves safe when using the internet. There are checks made on staff, including volunteers, to ensure that they are suitable to work with children and that they have the right qualifications for the roles they have. These checks meet legal requirements. Whenever issues are reported, the school keeps detailed records of them and you liaise closely with a range of external agencies to ensure that the right people are made aware of concerns, and so the school can seek specialist advice when necessary. Inspection findings During the inspection, I wanted to see if writing is improving. In recent years, writing outcomes have been weaker than those in reading and mathematics. I was particularly keen to know if the outcomes of different groups of pupils, especially disadvantaged pupils, and boys, were improving in writing. Writing is improving and this is because pupils regularly write at length and across the curriculum. Pupils’ accuracy in writing is also improving due to better spelling, punctuation and grammar skills. However, progress in writing is still weaker than progress in reading and mathematics, and the progress in writing made by disadvantaged pupils and boys remains weak. You are aware of the relative weakness in writing for certain groups and you have implemented strategies to make improvements. However, you have not been sharp enough in your assessment of the impact of different strategies, and have sometimes been too focused on the action taken rather than evaluating which actions have, and have not, worked. In addition, governors have not always challenged you enough where writing is concerned. They have not insisted that you identify the impact of your work, as well as the action you have taken. I wanted to understand how you have improved pupils’ outcomes in mathematics. Since the last inspection, and until recently, outcomes in mathematics have been very weak compared to the national average. In 2018, however, progress in mathematics was very strong. I wanted to know how this happened, and if these improvements are sustainable. The teaching of mathematics has undergone many changes recently, with teachers receiving a lot of training to help them. Now, pupils routinely practise their mental agility in mathematics on a very regular basis. They also apply their skills in multi-stepped problems, ensuring that they can use their skills appropriately. Such routines, alongside a strong level of challenge in lessons, has led to very strong progress over the past 18 months in mathematics. This is the case for different groups of pupils. Such a systematic change has led to significant improvements, which have been embedded and maintained across the school. During the inspection, I was interested to see how you maintain high attendance overall, and how well different groups of pupils attend. In the past year, much of the pupil premium funding which disadvantaged pupils attract has been spent on supporting the pastoral team to meet the needs of these pupils and their families. This has led to a particularly firm focus on these pupils where attendance has been an issue, and where some of them have been persistently absent. The work of the pastoral leader and the inclusion team has led to much improved relationships between the school and some families. In turn, these families now work much more positively with you and your staff and they understand the need for their children to attend school on a regular basis. They have accepted support, where necessary, and this has led to much improved attendance for disadvantaged pupils, and much lower levels of persistent absenteeism. I wanted to see how well the curriculum serves the needs and interests of pupils. The curriculum is broad and balanced. It supports pupils’ reading and mathematics development in particular and it provides opportunities for pupils to write at length in other subjects of the curriculum. The curriculum is engaging, with the various topics offering pupils the chance to learn about the world around them. Topic work is often enhanced with an out-of-school visit or a special assembly, which makes learning more tangible and accessible. In addition, the curriculum offers pupils the chance to talk about different issues, which may be personal to them, or beyond their everyday understanding. This gives pupils the chance to discuss different issues and hear the views of others.

Bradshaw Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree 60% Agree 31% Disagree 5% Strongly Disagree 0% Don't Know 5% {"strongly_agree"=>60, "agree"=>31, "disagree"=>5, "strongly_disagree"=>0, "dont_know"=>5} Figures based on 42 responses up to 04-04-2019
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Figures based on 42 responses up to 04-04-2019

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Figures based on 42 responses up to 04-04-2019

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Figures based on 42 responses up to 04-04-2019

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Figures based on 42 responses up to 04-04-2019

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Figures based on 42 responses up to 04-04-2019

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Figures based on 42 responses up to 04-04-2019

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Figures based on 42 responses up to 04-04-2019

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Figures based on 42 responses up to 04-04-2019

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Figures based on 42 responses up to 04-04-2019

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Figures based on 42 responses up to 04-04-2019

unlock

Figures based on 42 responses up to 04-04-2019

Responses taken from Ofsted Parent View

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