Haslingden St James Church of England Primary School
Catchment Area, Reviews and Key Information

3 - 11
Voluntary aided school

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
0300 123 6707

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?

Ofsted Inspection
Full Report - All Reports
% 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)
Regent Street

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. The school’s journey since it was last inspected has not been an entirely smooth one, and standards in teaching and pupils’ achievement have been variable. Since taking up your posts, though, you and the deputy headteacher have determinedly tackled any weaknesses that had developed and the school is once again in a strong position. Your ambition does not stop there, though, and the current building developments when I visited are just one part of the shared vision that leaders and governors have to improve the school further. You, other leaders and the governors all know the school well. This is evident from your sharp and insightful self-evaluation, which you have used to good effect in drawing up the school improvement plan. You have successfully addressed the areas for improvement identified in the previous inspection report. Teachers say that they work well together to share ideas and learn from good practice. They are very positive about the professional development they are given. Where teaching has been less effective, you have not shied away from addressing this. Teachers know what is expected of them and work successfully to provide pupils with learning that is engaging and effective. The proportions of the most able pupils in key stage 2 reaching the higher standard in reading and mathematics, or writing at greater depth, are increasing because work is well matched to their learning needs. Pupils are polite and articulate. Their behaviour in class and around the school and on the playground is consistently good. They were keen to tell me how they make sure that nobody is left on their own at breaktime and everyone in their school is treated fairly and equally. Relationships throughout the school between staff and pupils are warm and positive. Pupils have positive attitudes towards school and happily talk about things they have enjoyed learning. The school’s curriculum provides them with a good breadth of learning across a wide range of subjects. Pupils’ work shows that they are building up their subject-specific skills and knowledge, such as in work seen in key stage 1, where they were making comparisons between how fires are tackled today and at the time of the Great Fire of London. Pupils say that they enjoy the different clubs on offer after school, such as multi-sports and singing, and they like going on trips, such as a science-focused day at the University of Central Lancashire. Safeguarding is effective. The leadership team has ensured that safeguarding arrangements are fit for purpose and there is a strong safeguarding culture throughout the school. The school’s website provides parents and carers with helpful information about keeping their children safe online, and pupils have a good understanding of e-safety. For example, they know not to share personal information over the internet. Pupils say that they feel safe in school and are confident that their teachers will look after them. Staff and governors receive regular safeguarding training. Leaders make sure that rigorous checks are made on staff, governors and regular visitors to the school to ensure that they are suitable people to work with children. Records of these checks, along with other records relating to safeguarding, are detailed and of a good quality. Leaders work in partnership with external agencies to ensure that concerns about pupils’ welfare are addressed and support quickly put in place. Inspection findings The inspection followed a number of key lines of enquiry. The first of these focused on the quality of provision in early years. Over time, the proportion of children achieving a good level of development by the end of the Reception Year has typically been below average. Leaders have worked successfully to improve the effectiveness of provision in early years, and their efforts are now bearing fruit. The decision to bring Nursery and Reception classes together as a single unit has been very successful. Staff work well together and have developed a bright and engaging learning environment. Children move happily between the two rooms, accessing a good range of learning activities. Staff focus heavily on improving children’s communication and language skills, modelling speaking and listening and extending children’s vocabulary at every opportunity. This is having a very positive impact on children’s skills and confidence. In 2018, the proportion of children achieving a good level of development rose considerably to be broadly in line with other schools nationally.

Haslingden St James Church of England Primary School Parent Reviews

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