Crofton Junior School
Catchment Area, Reviews and Key Information

Primary
PUPILS
235
AGES
7 - 11
GENDER
Mixed
TYPE
Community school
SCHOOL GUIDE RATING
unlock
UNLOCK

Can I Get My Child Into This School?

Enter a postcode to see where you live on the map
heatmap example
Sample Map Only
Very Likely
Likely
Less Likely

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
01924 306 052

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
(10/1/18)
Full Report - All Reports
81%
NATIONAL AVG. 65%
% pupils meeting the expected standard in reading, writing and mathematics



Unlock the rest of the data now
  • See All Official School Data
  • View Catchment Area Maps
  • Access 2022 League Tables
  • Read Real Parent Reviews
  • Unlock 2022 Star Ratings
  • Easily Choose Your #1 School
£14.95
Per month


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

Slack Lane
Crofton
Wakefield
WF4 1HJ
01924863981

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. Since your appointment in November 2015, you have successfully managed several changes in staffing and governance. You have taken bold action to restructure your leadership team, the members of which are ably supporting you in helping to improve the quality of teaching, learning and assessment. Morale among staff is high and they share the leadership team’s collective vision for improving pupils’ outcomes. New governors have been recruited to add to the expertise of more experienced governors. They bring a range of helpful skills and experience to the table. They are well led by the experienced and knowledgeable chair of governors. Governors are regular visitors into school and use their first-hand experience to ask challenging questions which effectively hold leaders to account. You are committed to ensuring that you provide a wide range of opportunities to support pupils’ enjoyment and interests. Pupils say they enjoy visits that broaden their horizons and welcome special visitors into school, including authors who inspire and help instil a love of reading. Extra-curricular activities, such as karate, netball, a book club, gymnastics and a choir, enrich pupils’ experiences beyond the curriculum. Many pupils enjoy the challenge of competing and achieve highly in a variety of sporting competitions, such as rugby, football, netball and athletics. Despite the considerable changes in staffing, you have successfully addressed key areas for improvement from the last inspection. One area for development tasked the school to make pupils more independent in their learning. Teachers’ high expectations and clear guidance ensures that pupils are independent and very supportive when cooperating and sharing ideas with one another. Another area for development was to ensure that pupils have opportunities to develop their mathematics skills. Pupils of all abilities now have ample opportunities to apply their skills when grappling with real-life problems. The school was also tasked with ensuring that the needs of the most able are met. At the end of key stage 2 in 2017, an above average proportion of the most able pupils met the expected standard in writing and reading. You acknowledge more work is needed, particularly in writing and reading, to ensure that disadvantaged pupils make good progress. Safeguarding is effective. You, your staff and governors have ensured that safeguarding arrangements are fit for purpose. You have created a vigilant culture throughout the school. All members of staff receive regular training and updates to ensure that they recognise and respond to signs of concern when they arise. Robust procedures are in place to ensure the safe recruitment and induction of new staff. Pupils say they feel safe in school. Responses from parents and carers also indicated that they are confident that their children are kept safe. Pupils say that bullying is rare and, should it occur, they have absolute confidence it will be dealt with seriously and firmly. Pupils are taught different ways to keep themselves safe. They were able to explain clearly how to keep themselves safe online and not to disclose personal information to strangers. Inspection findings You and your leadership team have accurately identified the need to improve the attainment and progress of disadvantaged pupils throughout the school. Your own self-evaluation in regard to this area was identical to my first line of enquiry around the performance of disadvantaged pupils. Your actions have resulted in a considerable increase in the number of disadvantaged pupils achieving the expected standard in mathematics at the end of key stage 2 in 2017. You have also taken steps to improve this group of pupils’ writing and reading skills. Pupils enjoy the challenge of devouring reading books and answering questions through an online reading programme. The pupils are highly motivated by reading. As a result, there are some green shoots of success in ensuring that these pupils achieve more highly. You acknowledge that more disadvantaged pupils need to make greater progress, particularly in reading and writing, in order to diminish the difference and catch up with other pupils nationally by the time they leave the school. My second line of enquiry focused on the impact of leaders’ actions to improve standards for disadvantaged and most-able pupils in mathematics. This was because the previous inspection report stated that the needs of most-able pupils needed to be improved. You and your leaders’ actions have been highly effective. Collectively, you have ensured that the most able pupils, including those who are disadvantaged, thrive on solving knotty mathematical problems. Inspection 2 evidence shows that the current most able and disadvantaged pupils are achieving highly. You have ensured that pupils’ progress is being effectively built on from key stage 1. Pupils’ outcomes in reading and writing were not as strong as mathematics at the end of key stage 2 in 2017. Progress in writing has been below the national average in 2016 and 2017. Leaders have rightly prioritised the development of pupils’ writing. Pupils, particularly the most able, are beginning to demonstrate greater skills in producing well-crafted sentences that paint a clear picture in the reader’s mind. However, we agreed that pupils of all abilities, particularly boys and middle-ability pupils, should be given further opportunities to apply and embed their writing skills in a wider range of subjects. You and your teachers have raised the profile of reading throughout the school, using a richer range of books to inspire reading. As a result of wider reading, pupils are becoming adept in understanding the language choices made by authors. As a consequence, this is helping pupils to understand the author’s intent and to read between the lines. Pupils are starting to use their improved reading skills and knowledge of a broader range of vocabulary to enliven their writing. Since the previous inspection, overall attendance, specifically that of disadvantaged pupils and pupils who have special educational needs (SEN) and/or disabilities, has often been below the level found nationally. Leaders and staff have emphasised the importance of school and have adopted a firmer approach to improving attendance. As a result, the attendance of pupils who have SEN and/or disabilities has improved greatly, reflecting above average attendance. Despite leaders’ best efforts, the attendance of disadvantaged pupils has not improved at the same rate as other pupils in the school. Next steps for the school Leaders and those responsible for governance should ensure that: pupils of all abilities, particularly boys and middle-ability pupils, are given opportunities to apply their writing skills in a wide range of subjects disadvantaged pupils make greater progress, especially in reading and writing, to reduce the differences in achievement between these pupils and other pupils nationally disadvantaged pupils’ attendance improves so that they are not missing out on valuable learning.

Crofton Junior School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree 77% Agree 14% Disagree 5% Strongly Disagree 5% Don't Know 0% {"strongly_agree"=>77, "agree"=>14, "disagree"=>5, "strongly_disagree"=>5, "dont_know"=>0} Figures based on 65 responses up to 06-02-2019
unlock

Figures based on 65 responses up to 06-02-2019

unlock

Figures based on 65 responses up to 06-02-2019

unlock

Figures based on 65 responses up to 06-02-2019

unlock

Figures based on 65 responses up to 06-02-2019

unlock

Figures based on 65 responses up to 06-02-2019

unlock

Figures based on 65 responses up to 06-02-2019

unlock

Figures based on 65 responses up to 06-02-2019

unlock

Figures based on 65 responses up to 06-02-2019

unlock

Figures based on 65 responses up to 06-02-2019

unlock

Figures based on 65 responses up to 06-02-2019

unlock

Figures based on 65 responses up to 06-02-2019

Responses taken from Ofsted Parent View

Your rating:
Review guidelines
  • Do explain who you are and your relationship to the school e.g. ‘I am a parent…’
  • Do back up your opinion with examples or clear reasons but, remember, it’s your opinion not fact.
  • Don’t use bad or aggressive language.
  • Don't go in to detail about specific staff or pupils. Individual complaints should be directed to the school.
  • Do go to the relevant authority is you have concerns about a serious issue such as bullying, drug abuse or bad management.
Read the full review guidelines and where to find help if you have serious concerns about a school.
We respect your privacy and never share your email address with the reviewed school or any third parties. Please see our T&Cs and Privacy Policy for details of how we treat registered emails with TLC.


News, Photos and Open Days from Crofton Junior School

We are waiting for this school to upload information. Represent this school?
Register your details to add open days, photos and news.

Do you represent
Crofton Junior School?

Register to add photos, news and download your Certificate of Excellence 2021/22

*Official school administrator email addresses

(eg [email protected]). Details will be verified.

Questions? Email [email protected]

We're here to help your school to add information for parents.

Thank you for registering your details

A member of the School Guide team will verify your details within 2 working days and provide further detailed instructions for setting up your School Noticeboard.

For any questions please email [email protected]