Harton Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
687
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
0191 424 7746

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
(24/10/2023)
Full Report - All Reports
69%
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)
East Avenue
South Shields
NE34 6PF
01914562150

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. Since your appointment as headteacher, you have made sure that the quality of education on offer at school has continued to improve. You bring a keen eye for detail to leadership. Your evaluation of the school and associated development plans are precise, thoughtful and ambitious. You have high aspirations for the pupils in your care, and you always look for ways to make your school even better. You are highly tenacious in this respect. Other school leaders, together with members of the governing body and teaching staff, have full confidence in you. Staff morale is high. One member of staff commented, ‘I know that everything we are asked to do is for the good and benefit of our pupils, who deserve the best.’ You lead by example, and your staff are pleased to follow. Teaching at your school is characterised by structured planning, and strong subject knowledge on the part of the teachers. Pupils are very keen to learn, and they soak up information willingly. They are mature, and have excellent attitudes to their learning. Where teaching is most effective, members of staff ‘read’ the class well and skilfully check on pupils’ understanding as lessons progress. You use exciting contexts in order to bring learning to life. Pupils were desperate to tell me about the persuasive writing task they were given recently. Here, you had threatened to open the school for three days in the summer holidays in order to compensate for lost learning time from when the school was closed due to heavy snow. Pupils were certainly jolted into action for that task, and, unsurprisingly, they used persuasive writing techniques well. A pupil at your school typically feels happy, and engages well with the wide variety of subjects, tasks and after-school activities on offer. They feel safe, cared for, and enjoy their time in class. You place a strong focus on listening to the perspectives of pupils. The school council is very active. They are environmentally conscious, and together teachers and pupils have ensured that there is due attention given to environmental issues across the curriculum. The group of ‘eco-warriors’ play their part too. Pupils also have a sense of social justice. For example, ‘canny Fridays’, where pupils bring in cans of provisions for food banks, have been well supported. Parents have noticed that you place pupils at the centre of everything the school does. One parent’s comment, typifying that of many, was ‘My son loves school and has learned so much over the years. Staff are fantastic and it’s a lovely environment to grow in.’ You and your team have been addressing the areas for improvement identified at the last inspection. The systems that you have put in place to check the quality of teaching, together with specialised professional development opportunities, ensure that the quality of teaching continues to improve. The standards that pupils reach in reading and writing continue to be strong. You are by no means complacent and recognise that there is work still to do. You understand that, although much teaching is very effective, that there are still some inconsistencies across the school, and you want all of your pupils to experience consistently outstanding teaching. You are also aware that too few pupils attain higher standards in external tests, and you want to make sure that more and more pupils leave Year 6 ready to ‘fly’ at secondary school. You are supported by an increasingly strong governing body, chaired by an experienced and able colleague. You receive highly effective support from the local authority. Safeguarding is effective. Policies and procedures used to keep pupils safe are effective and fit for purpose. Staff training is up to date. There is tenacity around ensuring that more-vulnerable pupils are supported; you and other leaders are proactive in working with outside agencies in order to keep more-vulnerable pupils secure. However, at your school, safeguarding is much more than this. A culture of safeguarding and care is evident right through school, and everyone plays their part. Pupils are courteous and polite to adults, and caring towards one another. The school council are active in supporting the ‘buddy bus stop’, for example, where pupils can wait if they are lonely, and members of the council make sure they have someone to play with. Younger pupils focus on being a good friend, and the ‘kindness tree’ reminds them of tolerance, respect and the importance of making good choices. The golden rules, written and agreed by the whole school, include the desire to treat others ‘as we would like to be treated’.

Harton Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>54, "agree"=>41, "disagree"=>4, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 46 responses up to 05-02-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>61, "agree"=>33, "disagree"=>7, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 46 responses up to 05-02-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>48, "agree"=>35, "disagree"=>11, "strongly_disagree"=>0, "dont_know"=>7} UNLOCK Figures based on 46 responses up to 05-02-2024
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>74, "strongly_agree"=>4, "agree"=>7, "disagree"=>2, "strongly_disagree"=>4, "dont_know"=>9} UNLOCK Figures based on 46 responses up to 05-02-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>74, "agree"=>26, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 46 responses up to 05-02-2024
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>30, "strongly_agree"=>28, "agree"=>22, "disagree"=>13, "strongly_disagree"=>4, "dont_know"=>2} UNLOCK Figures based on 46 responses up to 05-02-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>47, "agree"=>13, "disagree"=>20, "strongly_disagree"=>20, "dont_know"=>0} UNLOCK Figures based on 15 responses up to 05-02-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>39, "agree"=>43, "disagree"=>4, "strongly_disagree"=>2, "dont_know"=>11} UNLOCK Figures based on 46 responses up to 05-02-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>46, "agree"=>46, "disagree"=>4, "strongly_disagree"=>0, "dont_know"=>4} UNLOCK Figures based on 46 responses up to 05-02-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>48, "agree"=>35, "disagree"=>11, "strongly_disagree"=>7, "dont_know"=>0} UNLOCK Figures based on 46 responses up to 05-02-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>48, "agree"=>48, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>2} UNLOCK Figures based on 46 responses up to 05-02-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>30, "agree"=>35, "disagree"=>13, "strongly_disagree"=>9, "dont_know"=>13} UNLOCK Figures based on 46 responses up to 05-02-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>37, "agree"=>35, "disagree"=>11, "strongly_disagree"=>2, "dont_know"=>15} UNLOCK Figures based on 46 responses up to 05-02-2024
Yes No {"yes"=>85, "no"=>15} UNLOCK Figures based on 46 responses up to 05-02-2024

Responses taken from Ofsted Parent View

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