Heworth Church of England Primary Academy
Catchment Area, Reviews and Key Information

Primary
PUPILS
143
AGES
5 - 11
GENDER
Mixed
TYPE
Academy converter
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 2021, ONS
01904 551 554

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?

4 1 1 2 3 4
NATIONAL AVG. 2.08
Ofsted Inspection
(30/4/19)
Full Report - All Reports
60%
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)

School Results Over Time

2017 2018 2019 UNLOCK

% pupils meeting the expected standard in Key Stage 2 tests (age 11)
2017 2018 2019 UNLOCK

% pupils meeting the higher standard in Key Stage 2 tests (age 11)

These results over time show historic performance for key exam results. We show pre-pandemic results as the fairest indicator of whether performance is up, down or stable

53 Heworth Road
York
YO31 0AA
01904551650

School Description

The leadership team has maintained the good quality of education since the last inspection. You have raised the aspirations of adults and pupils and established a nurturing atmosphere. As a result, teachers have increasingly high expectations of pupils’ achievement, and pupils develop very positive attitudes to learning. Parents rate the school highly. One parent said, ‘Staff go above and beyond to nurture individuals.’ This is typical of the view of many parents. Pupils are strongly engaged and interested in their lessons. They participate conscientiously, and often enthusiastically. Teachers aim increasingly high when planning what pupils will learn and pupils rise to these expectations. A broad, balanced and engaging curriculum, and a wide range of enrichment opportunities, contribute to pupils’ attitudes to, and enjoyment of, school. You and the staff have a secure understanding of the school’s strengths and weaknesses. Regardless of the improvements in attainment over the last few years, leaders are not complacent. They continue to build on past successes to improve pupils’ progress further. For example, improvements in the teaching of reading have raised the standard of pupils’ reading. An increased proportion of pupils exceed the expected standard in reading. Leaders are beginning to have success replicating this in writing and mathematics, subjects in which most pupils achieve the expected standards, but in which there is scope for more pupils to exceed these standards. Over the last two years, the achievement of children in the early years has been a little weaker than achievement of children of a similar age nationally. You and the early years leader are beginning to take effective action to improve children’s outcomes, particularly in reading and writing. There remain weaknesses in the extent to which the activities children access independently contribute to their learning. This is because these activities do not challenge children consistently well or help them to apply their developing knowledge. You ensure that the curriculum makes a strong contribution to pupils’ spiritual, moral, social and cultural development, for example through religious education (RE) and curriculum-themed weeks. As a result, pupils demonstrate tolerance, respect and open-minded attitudes to diversity. They generally have a welldeveloped knowledge of the cultures and faiths that they learn about, including those other than Christianity. However, pupils’ knowledge and understanding about gender diversity are limited. Therefore, there is scope to improve further pupils’ preparedness for life in modern Britain. The Pathfinder Trust has ensured, through professional support and challenge, that it has a clear picture of the strengths and weaknesses of the school. Trustees and trust leaders hold school leaders to account well. Collaboration between schools in the trust has contributed to the development of middle leaders in the school, and consequently, raised the standards pupils attain. Members of the local governing committee (LGC) bring the right sorts of skills and experience to their role. They are committed. They have an accurate view of the quality of education. The trust’s scheme of delegation helps the LGC to focus on the most important improvement priorities. Consequently, governors hold you and other leaders to account effectively. Safeguarding is effective. The leadership team has ensured that all safeguarding arrangements are fit for purpose. The record of safer recruitment checks on adults who are employed or volunteer at the school is complete and up to date. The school site is safe and secure. Thorough child protection records show that staff report and record concerns they have about individual pupils. Staff have been trained in their fundamental duties, including the ‘Prevent’ duty. However, records of training are not detailed, making it difficult for those responsible, including governors and the trust, to keep a precise check on which staff have had full and comprehensive training. Many parents commented on how caring and friendly the staff are. Pupils I asked all said that they had a trusted adult in school in whom they can confide. A very small minority of parents expressed concerns about bullying. However, pupils, who have a well-developed understanding of what bullying is, reported that bullying is rare and that adults deal with it effectively. Pupils’ positive behaviour makes a strong contribution to pupils’ safety. Pupils learn how to stay safe, including how to stay safe online.

Heworth Church of England Primary Academy Parent Reviews



unlock % Parents Recommend This School
Strongly Agree 77% Agree 22% Disagree 1% Strongly Disagree 0% Don't Know 0% {"strongly_agree"=>77, "agree"=>22, "disagree"=>1, "strongly_disagree"=>0, "dont_know"=>0} Figures based on 256 responses up to 30-04-2019
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Figures based on 256 responses up to 30-04-2019

unlock

Figures based on 256 responses up to 30-04-2019

unlock

Figures based on 256 responses up to 30-04-2019

unlock

Figures based on 256 responses up to 30-04-2019

unlock

Figures based on 256 responses up to 30-04-2019

unlock

Figures based on 256 responses up to 30-04-2019

unlock

Figures based on 256 responses up to 30-04-2019

unlock

Figures based on 256 responses up to 30-04-2019

unlock

Figures based on 256 responses up to 30-04-2019

unlock

Figures based on 256 responses up to 30-04-2019

unlock

Figures based on 256 responses up to 30-04-2019

Responses taken from Ofsted Parent View

Your rating:
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  • Don't go in to detail about specific staff or pupils. Individual complaints should be directed to the school.
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