Ghyllside Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
463
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, ONS
01228 221582

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?

Good
NATIONAL AVG. 2.09
Ofsted Inspection
(16/10/2018)
Full Report - All Reports
61%
NATIONAL AVG. 60%
% 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 9% of schools in England) Below Average (About 9% of schools in England) Average (About 67% of schools in England) Above Average (About 6% of schools in England) Well Above Average (About 9% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 9% of schools in England) Average (About 67% of schools in England) Above Average (About 6% of schools in England) Well Above Average (About 8% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 11% of schools in England) Average (About 59% of schools in England) Above Average (About 11% of schools in England) Well Above Average (About 9% of schools in England)
Gillinggate
Kendal
LA9 4JB
01539814930

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. Since taking up your position as headteacher, you have worked with the staff, parents and carers to create a shared vision at this school, where pupils are encouraged to be independent in their learning. Your aim ‘to produce well-rounded individuals who have the skills necessary to go on to lead happy lives’ is clear to see in many aspects of the school’s work. You make the most of the unique geographical setting of the school to ensure that all pupils experience an exciting and vibrant curriculum that is enhanced by many outdoor enrichment experiences. Pupils continue to do well at this school. Attendance remains higher than the national average and the rate of persistent absence is well below the national average. Your self-evaluation of the school is accurate. You know that, in the past, disadvantaged pupils have not made the progress they are capable of in mathematics at the end of key stage 2. Despite your focus on the needs of these pupils, the skills of your leaders and governors to measure the impact of funding have not been sharp enough to enable the disadvantaged pupils to make the best possible progress in mathematics. When inspectors last visited the school, they asked you to improve the quality of teaching further. Since then, you have been active in keeping a careful focus on the quality of teaching, learning and assessment across the school. You carry out regular checking activities to monitor the quality of work in pupils’ books and talk to teachers and pupils about the learning taking place. As well as this, you work closely with your partner schools from across the town to engage in regular professional discussions about the quality of work in other schools. You said that this level of professional challenge helps you to monitor the work in your school more closely. Middle leaders and senior leaders benefit from professional development by taking part in these activities with you. They told me that it helps them have a better understanding of the quality of teaching, learning and assessment across the school. As a result of these actions, the proportion of pupils achieving a good level of development by the end of the Reception Year is in line with the national average. The proportion of pupils who achieve the expected standard in the phonics screening check in Year 1 is high in comparison to the national average. Outcomes for pupils leaving key stages 1 and 2 are improving year on year. Inspectors also asked you to improve progress and attainment in mathematics. You introduced a new scheme of work and a new calculation policy. This helped to ensure greater consistency in how mathematics is taught and assessed. Across the curriculum, pupils have many opportunities to apply their mathematical skills, for example regular problem-solving activities as part of their outdoor learning and mapping work in geography. Since 2016, pupils leaving Year 6 have continued to make strong improvements. For example, in 2016, 68% of pupils achieved the expected standard in mathematics. In 2018, this rose to 80%. Mathematics work in pupils’ books demonstrates that the high standards across the school are being sustained. Parents speak very highly of the school. They say that teachers are approachable and supportive. They told me that behaviour in the school is good and that their children are safe and well cared for. Parents are particularly proud of the shared vision for the school. Those that I spoke to were unanimous in their affirmation that all staff put the pupils at the heart of the school’s work. All parents who responded to Parent View, Ofsted’s online questionnaire, said that they would recommend the school. Pupils told me that they enjoy coming to school. Older pupils were eager to discuss the many exciting opportunities that they have on residential visits every year. They talked enthusiastically about the many trips that they experience as part of their curriculum enrichment, such as trips to museums, the theatre and an upcoming trip to the zoo. Pupils clearly enjoy the many extra-curricular clubs that run, such as computer coding, chess, football and netball. They are very proud of the school’s successes in a diverse range of sports, such as cross-country running, mountain biking, wheelchair rugby and football. Governors are passionate for this school to be the best school it can be. They articulate the school vision well. Governors are aware of the school’s many strengths and equally clear about the areas that need to be improved further. However, more work remains to be undertaken to enhance governors’ skills even further so that they can challenge leaders better, ensuring that disadvantaged pupils make the best possible progress.

Ghyllside Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>84, "agree"=>14, "disagree"=>1, "strongly_disagree"=>0, "dont_know"=>1} UNLOCK Figures based on 147 responses up to 27-03-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>85, "agree"=>12, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>1} UNLOCK Figures based on 147 responses up to 27-03-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>71, "agree"=>27, "disagree"=>1, "strongly_disagree"=>0, "dont_know"=>2} UNLOCK Figures based on 147 responses up to 27-03-2024
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>76, "strongly_agree"=>7, "agree"=>5, "disagree"=>1, "strongly_disagree"=>1, "dont_know"=>10} UNLOCK Figures based on 147 responses up to 27-03-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>63, "agree"=>33, "disagree"=>2, "strongly_disagree"=>1, "dont_know"=>1} UNLOCK Figures based on 147 responses up to 27-03-2024
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>43, "strongly_agree"=>37, "agree"=>14, "disagree"=>5, "strongly_disagree"=>1, "dont_know"=>1} UNLOCK Figures based on 147 responses up to 27-03-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>43, "agree"=>21, "disagree"=>14, "strongly_disagree"=>21, "dont_know"=>0} UNLOCK Figures based on 14 responses up to 27-03-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>59, "agree"=>34, "disagree"=>3, "strongly_disagree"=>1, "dont_know"=>3} UNLOCK Figures based on 147 responses up to 27-03-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>78, "agree"=>18, "disagree"=>1, "strongly_disagree"=>1, "dont_know"=>1} UNLOCK Figures based on 147 responses up to 27-03-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>72, "agree"=>26, "disagree"=>1, "strongly_disagree"=>1, "dont_know"=>0} UNLOCK Figures based on 147 responses up to 27-03-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>76, "agree"=>20, "disagree"=>1, "strongly_disagree"=>1, "dont_know"=>3} UNLOCK Figures based on 147 responses up to 27-03-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>71, "agree"=>22, "disagree"=>2, "strongly_disagree"=>2, "dont_know"=>3} UNLOCK Figures based on 147 responses up to 27-03-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>71, "agree"=>22, "disagree"=>3, "strongly_disagree"=>1, "dont_know"=>3} UNLOCK Figures based on 147 responses up to 27-03-2024
Yes No {"yes"=>96, "no"=>4} UNLOCK Figures based on 147 responses up to 27-03-2024

Responses taken from Ofsted Parent View

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