Crookhill Community Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
190
AGES
4 - 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
0191 433 2757 / 0191 433 2109

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
(12/9/17)
Full Report - All Reports
65%
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

Hexham Old Road
Ryton
NE40 3ES
01914334066

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You have established a calm, purposeful ethos that allows pupils to feel safe and confident, enabling them to flourish. Your inclusive approach to meeting the needs of all pupils is exemplified by your motto, ‘working together, we succeed’. This principle is borne out in practice. Your commitment to working in positive partnership with staff, parents and governors to achieve the very best outcomes for pupils is tangible. Responding to Ofsted’s online questionnaires, parents, carers and pupils are certain that their views and opinions matter. Parents describe a ‘warm, happy and friendly’ environment where ‘every child is given room to grow and learn’. Pupils say that ‘everyone gets along’ and that poor behaviour is rare. Pupils talked to the inspector about ‘great’ and ‘helpful’ teachers who make learning fun. Pupils in each key stage make consistently good progress; their attainment over time matches or exceeds national averages in reading, writing and mathematics. Beyond these core subject essentials, you are also passionate about providing a comprehensive, wide-ranging experience for pupils. All subject leaders support and challenge teachers effectively to plan stimulating topics that motivate and capture pupils’ interests. As a result, pupils develop specific skills and knowledge across the curriculum. They acquire a deepening understanding and well-rounded appreciation of music, art, history and the full wealth of statutory subjects. Pupils talk with enthusiasm about the broad variety of trips, visits and visitors that inspire them and enhance their learning opportunities. Striking displays of pupils’ work and their well-presented books are testament to the rich daily diet that pupils experience. In partnership with the wider leadership team, you centre improvement planning on a keen understanding of the school’s effectiveness. Together, leaders evaluate teaching and learning rigorously and analyse pupils’ outcomes thoroughly. This means that development priorities are the right ones. Subject and senior leaders recognise, for example, that the pace and confidence with which the youngest pupils pick up and use early reading, writing and mathematical skills require closer scrutiny. In 2017, according to the school’s own information, the proportion of children reaching early learning goals in each specific area was lower than national averages seen in 2016. In order to enable children in early years to apply their deepening understanding with ease as they move through the school, ‘basic skills fluency’ is quite rightly a core improvement target. You have tackled the previous inspection report’s recommendations successfully. Teaching and learning in mathematics and writing have gone from strength to strength in recent years. In 2016, in key stage 2, the proportion of pupils reaching the expected standard in both writing and mathematics was well above national figures. Your own assessment information shows that pupils attained similarly positive outcomes in 2017. The work in current pupils’ books indicates that teaching and learning in each of these subjects remain effective. In 2017 in Year 6, however, pupils’ attainment in reading at the expected standard fell below national averages. Alert to issues, you and senior leaders identified cohort-specific barriers correctly and worked diligently to address these. You provided additional support for groups and individual pupils but ultimately, outcomes in reading were disappointing. While pupils overall made average progress in reading and you have clear evidence of the difference your interventions made for this group over time, you are not complacent. You have fittingly included reading as a key area for improvement in development plans. Your focus on improving the proportion of all pupils in key stage 2 reaching a greater depth in reading, including disadvantaged pupils, is the correct one. Governors and leaders can confidently discuss spending plans and the difference that additional funding makes to disadvantaged pupils’ learning and outcomes. Governors are supportive of leaders’ priorities and actions to improve outcomes for disadvantaged pupils. They have clear sight of successes and also know where weaknesses lie. Governors can accurately explain that overall, disadvantaged pupils make good progress in their school over time. In 2015 and in 2016 in key stage 2, disadvantaged pupils’ progress in reading, writing and mathematics was similar to that of other pupils nationally. In key stage 1 in 2016, disadvantaged pupils’ attainment matched or exceeded national averages in all subjects. Governors know, however, that the proportion of disadvantaged pupils who met the expected standard in the Year 1 phonics screening check in 2016 and 2017 was lower than national averages. Governors are heightening their level of challenge to senior leaders about this aspect of their work. Governors are also mindful that they need to act swiftly to bring the website into line with statutory requirements in terms of pupil premium spending plans. Safeguarding is effective. The safety, protection and care of pupils are of prime importance to you and your staff. Consequently, frequent and thorough staff and governor training takes place to ensure that all adults understand and execute their duties responsibly. Adults follow school policies and procedures diligently. Leaders and governors adhere to safe recruitment practices when appointing staff, for example, and they know how and to whom they must report any concerns that they may have. You make sure that records documenting issues or concerns, actions taken and consequences for pupils are detailed and up to date. Staff work particularly well with external agencies and other professionals, such as speech therapists, educational psychologists and health experts to support vulnerable families and pupils. This partnership working means that you can signpost families to appropriate services and address needs promptly. Pupils say that they feel very safe in school. Their consistently good attendance and the sensible manner with which they discuss risk-taking in their forest school adventures – ‘only climb as high as you feel comfortable’ – attest to this. Pupils also talk confidently about how to use information technology safely; they understand that internet filters and blocks are in place for their protection. Pupils feel sure that staff will listen to them and help where needed. Regular anti-bullying weeks make them feel well equipped to manage potential conflict and support one another to behave in a safe, respectful and positive manner. Inspection findings You and other leaders focus fully on pupils and their potential. Alongside senior and subject leaders, you are dedicated to ensuring that pupils experience a wealth of opportunities across subjects. Together you organise the school day to make sure that teachers have room to implement stimulating lessons and topics, developing wider skills, knowledge and understanding across the primary curriculum.

Crookhill Community Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree 82% Agree 18% Disagree 0% Strongly Disagree 0% Don't Know 0% {"strongly_agree"=>82, "agree"=>18, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} Figures based on 22 responses up to 02-04-2019
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Figures based on 22 responses up to 02-04-2019

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Figures based on 22 responses up to 02-04-2019

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Figures based on 22 responses up to 02-04-2019

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Figures based on 22 responses up to 02-04-2019

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Figures based on 22 responses up to 02-04-2019

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Figures based on 22 responses up to 02-04-2019

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Figures based on 22 responses up to 02-04-2019

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Figures based on 22 responses up to 02-04-2019

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Figures based on 22 responses up to 02-04-2019

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Figures based on 22 responses up to 02-04-2019

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Figures based on 22 responses up to 02-04-2019

Responses taken from Ofsted Parent View

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