Grange Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
405
AGES
2 - 11
GENDER
Mixed
TYPE
Community school
SCHOOL GUIDE RATING
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UNLOCK

How Does The School Perform?

4 1 1 2 3 4
NATIONAL AVG. 2.08
Ofsted Inspection
(2/7/19)
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)
Owton Manor Lane
Hartlepool
TS25 3PU
01429272007

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You lead this welcoming and caring school with a clear vision and a strong moral purpose. You have established an aspirational, but inclusive, culture which is clearly shared by staff, governors, pupils, parents and carers. Pupils talk enthusiastically about the school’s motto, ‘grow, persevere, succeed’. One pupil said teachers encourage pupils to be ‘resilient, respectful and to have self-belief’. Another commented, ‘we all want to be the best we can be’. You have developed your senior leaders effectively. Three of your senior leaders are specialist leaders of education and another is a specialist teacher of mathematics. This has enabled you and your senior leaders to share your leadership expertise to support other schools within the local authority. You have ensured that all leaders have an accurate view of the school’s strengths and areas that require further improvement. You have enabled this talented team to drive new initiatives and lead improvements. Leaders say that they feel trusted to take risks and be innovative in ways which would be right for the pupils. You have high expectations that all pupils will achieve to the very best of their ability. You ensure that staff are developed professionally so that the quality of teaching and learning across the school is consistently high. Staff say that leaders do all they can to ensure that the staff are motivated, respected and effective in their roles. All staff say that they are proud to work at Grange Primary School. You have built a strong partnership with parents. The vast majority of parents share extremely positive views about the school. They describe the school as ‘wonderful’ and ‘fantastic’, saying staff are ‘caring and dedicated’ and that their children make ‘excellent progress’. Pupils are polite, friendly, articulate and confident. They are incredibly proud of their school. They enjoy the opportunities to take on responsibilities, talking with pride about being elected onto the school council, or being a digital leader or a junior road safety officer. They are enthusiastic about their learning and say they like it when teachers challenge them to think hard about their learning. Pupils are aspirational for their future careers, for example wanting to be a doctor, actor, engineer or vet. Pupils appreciate the extra-curricular activities, including yoga, multi-skills, choir and sports. You and your leaders have maintained and built upon the strengths identified at the last inspection and focused on the areas for improvement. Together, you have worked hard to improve the quality of teaching, learning and assessment. Leaders make regular checks on learning, including the quality of work in pupils’ books, providing support and enabling teachers to share effective practice with one another. As a result, the quality of teaching is consistently strong across the school. Pupils’ attainment by the end of key stage 2 has improved over the last three years. The proportions of pupils reaching the expected and higher standards in reading, writing and mathematics were above the national averages in 2018. Pupils’ workbooks show that teachers consistently provide challenging activities that enable pupils to achieve their best. Pupils’ grammar, spelling and handwriting skills are developed effectively in reading, writing and mathematics. Two governors share the position of chair of the governing body. This arrangement is working well. All governors have areas of responsibility which link directly to priorities on the school development plan. This helps governors to have an accurate view of the school’s strengths and areas for development. Governors have carried out a skills audit and used the findings to appoint new governors with the required skills and experience. Governors realise that the expertise they bring to their roles enables them to provide appropriate challenge to leaders. Safeguarding is effective. The leadership team has ensured that all safeguarding arrangements are fit for purpose. You recognise the importance of shared responsibility and have a designated safeguarding lead, with six deputy designated leaders. You are tenacious in your approach to safeguarding and you ensure that clear and accountable safeguarding practices are followed by everyone. Staff and governors keep up to date with regular training, resulting in everyone knowing the procedure if they have a concern. You have established a positive culture of keeping pupils safe. Staff, governors, pupils and parents all say that they think the school is a safe environment. The family support officers have forged strong and positive relationships with pupils and families. Parents appreciate this partnership, because it is ensuring that they get the help and support they need.

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 2020, 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 areas from which pupils are admitted to a school can change from year to year to reflect the number of siblings and pupils admitted under high priority admissions criteria.

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.

Grange Primary School Reviews


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