Harrogate, Grove Road Community Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
303
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
01609 533679

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
(25/10/2023)
Full Report - All Reports
16%
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)
Grove Road
Harrogate
HG1 5EP
01423506060

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You began your role as headteacher in September 2017, having previously been the deputy headteacher. You set very high expectations for staff and pupils. Together with the assistant headteacher and the special educational needs coordinator (SENCo), you have been determined and ambitious for pupils at the school. Leaders and governors are passionate about the school providing a high-quality education for pupils. They are clear that not only is academic achievement important, but that emotional well-being is also critical to pupils’ success and development. Leaders’ inclusive approach has earned them a reputation for championing vulnerable pupils and providing a safe haven for those in need, and a place where all pupils can shine. Leaders have a very accurate picture of the school’s strengths and weaknesses and have, therefore, prioritised appropriate school improvement actions. Improving the quality of teaching and learning was an area for improvement from the previous inspection. You have not been afraid to address teaching which has fallen short of your high expectations. In a short space of time, you have had significant impact on improving teaching and learning. Creating additional leadership capacity has been critical to achieving this. The local authority has also provided extensive support in the last year to enable the pace of change you have achieved, while new leaders have been appointed and are becoming more established. Staff feel valued and appreciate the opportunities you provide for them to learn from each other. They are becoming increasingly reflective about the impact of their teaching on pupils’ learning. Additionally, adults’ focus on helping pupils to understand how they can be effective learners has quickly become established. Pupils now demonstrate greater perseverance and resilience in their learning. Consequently, improving outcomes for current pupils are being secured throughout the school. Pupils’ reading progress by the end of key stage 2 has been above the national average for the last two years and by 2017, reading attainment was also above average. However, improvements in key stage 1 reading attainment have been more recent. You are aware that many of the new approaches which have been implemented now need to become embedded so that recent improvements are sustained. Similarly, while an increasing proportion of pupils are meeting the expected standard in the Year 1 phonics screening check, you are aware that there is more to do to ensure that all pupils learn to read as soon as possible. Staff know the pupils very well and model positive relationships. Consequently, parents and carers, as well as pupils, value their nurturing approach. Above-average attendance is testament to pupils’ enjoyment of school and the value they see in their education. Safeguarding is effective. You have an ambitious vision for keeping pupils safe and have taken steps to further develop the school’s strong culture of safeguarding. Rigorous procedures and training make sure that staff feel confident in how to recognise and report any cause for concern. They take the view that ‘it could happen here’ and this helps them to report any concern, no matter how small it may seem. Leaders use the detailed information they gather to spot any emerging patterns that might cause concern about a pupil, including any vulnerable pupil. Your proactive approach to keeping pupils safe ensures that a comprehensive package of support is put in place, often before a crisis point is reached. Having recently secured arrangements for the SENCo to be non-class-based, you have created capacity for her to develop safeguarding practices further. She is using her accurate knowledge and understanding of pupils’ specific needs, along with external support when required, to make sure that their needs are well met. Additional support, provided by the school to help pupils’ social and emotional development and well-being, is having a very positive impact. This has prevented fixed-term exclusion for pupils identified as being at risk, and therefore they continue to learn in school in a safe environment. The vast majority of pupils feel safe and are very confident that adults would listen to them should any issues arise. A very small number have experienced bullying. You have already made plans to give pupils more of a voice when resolving any reports of bullying. Pupils say that behaviour is usually good and that they take care of each other. They understand how the behaviour system makes sure that sanctions are in place so that their learning is not disrupted.

Harrogate, Grove Road Community Primary School Parent Reviews



Average Parent Rating

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“Brilliant!”

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"> This is a fantastic school with wonderful teachers. My daughter loves going to Grove Road every day.
“Great inclusive school”

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"> I am a parent and can say this is a fantastic school with caring staff.
unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>61, "agree"=>32, "disagree"=>2, "strongly_disagree"=>5, "dont_know"=>0} UNLOCK Figures based on 44 responses up to 20-11-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>68, "agree"=>23, "disagree"=>2, "strongly_disagree"=>5, "dont_know"=>2} UNLOCK Figures based on 44 responses up to 20-11-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>43, "agree"=>41, "disagree"=>7, "strongly_disagree"=>0, "dont_know"=>9} UNLOCK Figures based on 44 responses up to 20-11-2023
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>73, "strongly_agree"=>7, "agree"=>9, "disagree"=>0, "strongly_disagree"=>5, "dont_know"=>7} UNLOCK Figures based on 44 responses up to 20-11-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>43, "agree"=>36, "disagree"=>16, "strongly_disagree"=>5, "dont_know"=>0} UNLOCK Figures based on 44 responses up to 20-11-2023
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>18, "strongly_agree"=>52, "agree"=>16, "disagree"=>7, "strongly_disagree"=>5, "dont_know"=>2} UNLOCK Figures based on 44 responses up to 20-11-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>38, "agree"=>31, "disagree"=>15, "strongly_disagree"=>15, "dont_know"=>0} UNLOCK Figures based on 13 responses up to 20-11-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>43, "agree"=>45, "disagree"=>2, "strongly_disagree"=>5, "dont_know"=>5} UNLOCK Figures based on 44 responses up to 20-11-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>50, "agree"=>39, "disagree"=>2, "strongly_disagree"=>5, "dont_know"=>5} UNLOCK Figures based on 44 responses up to 20-11-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>50, "agree"=>34, "disagree"=>11, "strongly_disagree"=>2, "dont_know"=>2} UNLOCK Figures based on 44 responses up to 20-11-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>61, "agree"=>30, "disagree"=>0, "strongly_disagree"=>5, "dont_know"=>5} UNLOCK Figures based on 44 responses up to 20-11-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>45, "agree"=>30, "disagree"=>16, "strongly_disagree"=>7, "dont_know"=>2} UNLOCK Figures based on 44 responses up to 20-11-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>48, "agree"=>34, "disagree"=>2, "strongly_disagree"=>5, "dont_know"=>11} UNLOCK Figures based on 44 responses up to 20-11-2023
Yes No {"yes"=>93, "no"=>7} UNLOCK Figures based on 44 responses up to 20-11-2023

Responses taken from Ofsted Parent View

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