Butterstile Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
400
AGES
3 - 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 2021, ONS
0161 253 6474

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
(16/1/18)
Full Report - All Reports
69%
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

School Grove
Prestwich
Manchester
M25 9RJ
01617985680

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. Butterstile is a caring, welcoming school in which pupils thrive. It is inclusive. For example, when I entered classrooms, I was instantly struck by how well pupils worked together busily and happily, regardless of any gender or ethnicity differences. Many parents and carers, in response to Parent View, stated that they liked the school’s caring ethos. You, and leaders at all levels, have taken effective action to shape and nurture this caring ethos. Over the last three years, you have also successfully raised pupils’ aspirations and their achievement. An area for improvement after the last inspection was to increase pupils’ attainment in writing. The school’s assessment information shows that pupils’ attainment has risen, their progress has accelerated and pupils’ work shows that they make good progress. By the end of Year 6, they write increasingly complex pieces of work, correctly spelt and punctuated, at the expected standard for their age. Since the previous inspection, pupils’ ability to read using phonics by the end of Reception and Year 1 has improved. This is now in line with the national average. The next step for the school is to improve pupils’ ability to read for meaning and to make sure that pupils make faster progress between Reception and Year 2. In reading comprehension, teachers should accelerate pupils’ progress by asking pupils to elaborate their answers more thoroughly about the texts that they have read. The second area for improvement was to make sure that leaders’ improvement plans have a positive impact on the quality of teaching. The school’s plan to improve is well crafted, has clear measures of success and has, over the last three years, improved teaching in mathematics and in writing. Since the previous inspection, the school has joined a cluster of schools to share ideas and to become more accurate in their assessments. The school has become more open to external advice and guidance through working more frequently and closely with other schools in Bury. The next step is to broaden the curriculum so that it develops pupils’ historical skills and widens their knowledge of important women in history. Safeguarding is effective. The school’s safeguarding systems and procedures are fit for purpose. Safeguarding is a high priority. Staff are tenacious and persistent in making sure that pupils are safe. They alert the police or senior social care managers if they feel that they are not getting a swift, or good enough, response from other professionals. Staff are alert. For example, they quickly identify if a pupil is at a potential risk of female genital mutilation or child sexual exploitation. You have made sure that the staff are well trained and that there is a good system throughout the year of updating them about the latest guidance or best practice. In addition, safeguarding is a standard item at senior and middle leadership meetings to make sure that staff are alert to any concerns. For example, the staff have been successfully trained by a national organisation to make sure that they know how to prevent homophobic bullying and how to keep people of different sexualities and genders safe. The school’s documentation, including the single central record, is thorough and detailed. Inspection findings My first line of enquiry was to establish the quality of teaching and, consequently, pupils’ achievement in reading and writing. Pupils read frequently. They told me that they read daily in class and they also read at home. Some boys I spoke with had challenging books and many had a mini library at home. They read clearly and accurately and they used different skills to break down unfamiliar or difficult words. By the end of Reception and Year 1, pupils’ ability to read using phonics is similar to the national average. By the end of Year 2, however, their progress has slowed. In 2017, only two thirds of pupils were at the expected reading standard. This, in part, is because there is a greater focus in Year 2 on reading for meaning and pupils have not been able to accurately answer questions about what they have read. In pupils’ work across the school, they complete reading comprehension exercises and are asked questions orally about what they have read. Some of the lack of detail in pupils’ answers is because some teachers use worksheets that limit the amount that pupils can write to only a word or a phrase. The answers pupils provide are sometimes not sophisticated or detailed. You have already identified this issue and have appointed a teacher to lead on reading. You have also established extra reading comprehension sessions, particularly in Year 1. Across the school, the attainment of disadvantaged pupils is rising, as is the attainment of boys. In the past, pupils’ progress in writing has been slow, particularly for boys and for disadvantaged pupils. Pupils’ work now shows that they make good progress.

Butterstile Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree 57% Agree 33% Disagree 8% Strongly Disagree 2% Don't Know 0% {"strongly_agree"=>57, "agree"=>33, "disagree"=>8, "strongly_disagree"=>2, "dont_know"=>0} Figures based on 51 responses up to 06-02-2018
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Figures based on 51 responses up to 06-02-2018

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Figures based on 51 responses up to 06-02-2018

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Figures based on 51 responses up to 06-02-2018

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Figures based on 51 responses up to 06-02-2018

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Figures based on 51 responses up to 06-02-2018

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Figures based on 51 responses up to 06-02-2018

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Figures based on 51 responses up to 06-02-2018

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Figures based on 51 responses up to 06-02-2018

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Figures based on 51 responses up to 06-02-2018

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Figures based on 51 responses up to 06-02-2018

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Figures based on 51 responses up to 06-02-2018

Responses taken from Ofsted Parent View

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