Goxhill Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
223
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, ONS
01724 297133 , 01724 297134

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?

Requires Improvement
NATIONAL AVG. 2.09
Ofsted Inspection
(08/02/2023)
Full Report - All Reports
45%
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)
Northend
Barrow-upon-Humber
DN19 7JR
01469530743

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You, and your staff and governors, have high aspirations for the pupils in your care and you clearly want the best for them. Along with your passion to help pupils achieve well, you take good care of them and ensure that school improvement priorities are met effectively. Parents and pupils value the supportive and protective culture that permeates the school. Pupils feel safe and secure at school and thrive as a result, in both their learning and personal development. At the end of Year 6, when they leave your school, pupils are well prepared for secondary school and have the personal attributes to be good citizens in the future. The school is a calm and welcoming environment; pupils’ efforts are valued and their work celebrated through attractive displays that inspire others in their learning. Although a number of pupils need additional support, all pupils know that, if you try your best, teachers will help you to achieve well. Pupils trust all staff in the school and know whom to go to should they experience any difficulties at school or at home, be they concerns about their personal well-being or their learning. As one pupil explained most confidently, ‘I love my school. I feel safe here and that makes me happy. The teachers are here to help us and they do.’ Despite considerable staffing issues in the last school year and a brief decline in pupils’ achievements in 2016, the commitment to school improvement has been diligent. All staff have a clear understanding of what you and other leaders want to achieve and of the responsibilities placed upon them to play their part in supporting school improvement. You are unequivocal in your expectations of pupils and staff; only their best is acceptable. To this end, you ensure that staff have access to good training to extend their skills, for example, regarding the new assessment procedures you are establishing in school and the challenges these present. Staff feel valued; they enjoy working at the school and are proud to be part of it. Governors are highly committed to the school and have, among them, the expertise to oversee the school’s work effectively. They share the staff’s passion for pupils’ success. Governors hold you and other leaders to account effectively for the school’s performance. Hence, they have ensured rapid improvement this year, placing the school in a good place to move forward quickly. You have a clear vision for school improvement and you are implementing actions effectively. Your senior management team is clear about its responsibilities to support staff and monitor the quality of teaching and learning. Senior leaders do this well. You all have an accurate understanding of the school’s strengths and areas in need of further improvement; clear plans are in place to address these. The focus on improving teaching to accommodate changes in the curriculum, particularly in reading, writing and mathematics, has realised higher outcomes for all pupils, particularly among those able to work at greater depth. The checks on pupils’ progress, while generally strong and accurate, are not used as effectively as they might be to identify, as early as possible, where lower attaining pupils are at risk of falling behind. The school offers pupils who have special educational needs and/or disabilities, or who are disadvantaged, very effective support. Regular reviews of pupils’ progress ensure that teaching, including individual programmes of support, is well suited to meet these pupils’ needs. Consequently, they make good progress. Parents appreciate this inclusive approach to meeting the needs of every child. Occasionally, pupils who join the school late in key stage 2, particularly disadvantaged pupils, are not always in the school long enough to benefit from the good things it offers. You and other leaders know this is an everincreasing issue, as new families move into the area. You are already taking steps to improve ways to find out what pupils already know when they come to the school and how to help them close any gaps in their learning. An area for improvement from the previous inspection was to increase the challenge for the most able pupils. This has been addressed well; a greater proportion of pupils are now beginning to achieve at greater depth. You are quick to plan additional support for any pupils who are gifted and talented so that they achieve well. Work in pupils’ books and around the school shows that all pupils enjoy working on projects and topics that fire their enthusiasm. Your expectations of pupils are high and teachers plan appropriate activities to deepen pupils’ knowledge and understanding.

Goxhill Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>33, "agree"=>55, "disagree"=>10, "strongly_disagree"=>0, "dont_know"=>2} UNLOCK Figures based on 58 responses up to 20-02-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>45, "agree"=>45, "disagree"=>7, "strongly_disagree"=>2, "dont_know"=>2} UNLOCK Figures based on 58 responses up to 20-02-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>19, "agree"=>41, "disagree"=>33, "strongly_disagree"=>2, "dont_know"=>5} UNLOCK Figures based on 58 responses up to 20-02-2023
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>60, "strongly_agree"=>2, "agree"=>9, "disagree"=>10, "strongly_disagree"=>5, "dont_know"=>14} UNLOCK Figures based on 58 responses up to 20-02-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>33, "agree"=>47, "disagree"=>19, "strongly_disagree"=>0, "dont_know"=>2} UNLOCK Figures based on 58 responses up to 20-02-2023
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>22, "strongly_agree"=>21, "agree"=>33, "disagree"=>19, "strongly_disagree"=>5, "dont_know"=>0} UNLOCK Figures based on 58 responses up to 20-02-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>11, "agree"=>33, "disagree"=>33, "strongly_disagree"=>0, "dont_know"=>22} UNLOCK Figures based on 10 responses up to 20-02-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>17, "agree"=>47, "disagree"=>19, "strongly_disagree"=>7, "dont_know"=>10} UNLOCK Figures based on 58 responses up to 20-02-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>24, "agree"=>50, "disagree"=>19, "strongly_disagree"=>2, "dont_know"=>5} UNLOCK Figures based on 58 responses up to 20-02-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>21, "agree"=>47, "disagree"=>26, "strongly_disagree"=>2, "dont_know"=>5} UNLOCK Figures based on 58 responses up to 20-02-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>33, "agree"=>60, "disagree"=>3, "strongly_disagree"=>0, "dont_know"=>3} UNLOCK Figures based on 58 responses up to 20-02-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>48, "agree"=>50, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 58 responses up to 20-02-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>28, "agree"=>41, "disagree"=>12, "strongly_disagree"=>5, "dont_know"=>14} UNLOCK Figures based on 58 responses up to 20-02-2023
Yes No {"yes"=>71, "no"=>29} UNLOCK Figures based on 58 responses up to 20-02-2023

Responses taken from Ofsted Parent View

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