Golden Flatts Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
122
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
01429 523768

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
(12/7/17)
Full Report - All Reports
29%
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

Seaton Lane
Hartlepool
TS25 1HN
01429274711

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. Your strong and determined leadership and your collective ambition to meet the challenges faced by many of your pupils is very evident. Golden Flatts Primary School is a caring school that provides a safe and nurturing environment in which pupils thrive. Members of staff skilfully balance a focus on pupil welfare with a determination to deliver academic success. As a result, the individual needs of pupils are catered for very well, enabling them to make good progress. In the previous inspection, you were asked to raise standards in writing. Since then, standards have risen steadily. Pupils have made more rapid progress because teachers set very clear learning objectives and help pupils to evaluate the strengths and weaknesses in their own work. Pupils appreciate the specific targets set for them and routinely use the feedback that teachers provide to edit and improve their work. This year, a focus on handwriting has led to considerable improvements in the quality of presentation. My scrutiny of books showed that pupils across key stage 2 confidently develop the skills to write for different audiences and purposes. Many pupils write at length in a number of subjects, skilfully combining different sentence structures and using rich vocabulary to give their work colour and life. Some pupils however, make too many spelling errors, which teachers do not always identify and challenge. Although the proportion of pupils attaining the expected standard in writing dipped just below the national average last year, provisional results for 2017 show that four out of five pupils attained the expected standard, and a quarter reached the higher level. You were also asked in the previous inspection to strengthen the quality of teaching. Since then, you have provided your staff with good training and development opportunities. You commissioned training from a teaching school to help your staff develop the characteristics of outstanding teaching and have provided accredited leadership development programmes for your middle leaders. They, in turn, provide good coaching support for less experienced teachers in the school. Your monitoring of teaching indicates that all teachers are performing well and make a positive contribution to pupils’ progress. Despite securing improvements in teaching and in the quality of writing, some inconsistencies in pupils’ outcomes remain. Children make a strong start in the early years and progress well across key stage 1. However, rates of progress in reading, writing and mathematics are less consistent in key stage 2. Last year, pupils made only broadly average progress, and provisional outcomes for 2017 indicate that, in reading, some pupils fell short of the expected standard. Leaders need to be mindful that any variability across subjects needs to be identified and tackled early, so that all pupils, especially the disadvantaged, build effectively on the strong start that they make lower down the school. Having been headteacher at the school for 11 years, you have decided to move on to another headship at the end of this term. The governors have put in place interim leadership arrangements until a substantive appointment of a new headteacher can be made. Although the governing body of your new school, Lynnfield Primary, has agreed to release you to mentor the interim headteacher, governors should also seek to arrange additional external support for leadership over this period, to ensure that the school’s drive for improvement is maintained. Safeguarding is effective. Safeguarding of pupils and support and care for the most vulnerable has a high priority at Golden Flatts Primary. All members of staff receive frequent up-to-date training and take action if they have any concerns about a child’s safety. Referrals made to you in your role as the designated safeguarding leader are managed sensitively and in a timely manner. Partnerships with external agencies are effective. You ensure that records of good quality are maintained. The school has a relatively high number of pupils who are looked after by the local authority and an above-average proportion of pupils who have special educational needs and/or disabilities. To meet their needs, you have established good counselling support and developed facilities to help pupils in crisis or struggling to cope. Staff have received specialist training to meet pupils’ social and emotional needs. Partnerships with parents are strong. Pupils benefit considerably from the support they receive and many make good progress academically, despite the difficulties they face.

Golden Flatts Primary School Parent Reviews



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