Hill Top Primary Academy
Catchment Area, Reviews and Key Information

Primary
PUPILS
233
AGES
3 - 11
GENDER
Mixed
TYPE
Academy converter
SCHOOL GUIDE RATING
unlock
UNLOCK

Can I Get My Child Into This School?

Enter a postcode to see where you live on the map
heatmap example
Sample Map Only
Very Likely
Likely
Less Likely

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
0113 234 8080

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
(09/05/2019)
Full Report - All Reports
77%
NATIONAL AVG. 60%
% pupils meeting the expected standard in reading, writing and mathematics



Unlock The Rest Of The Data Now
We've Helped 20 Million Parents
  • See All Official School Data
  • View Catchment Area Maps
  • Access 2024 League Tables
  • Read Real Parent Reviews
  • Unlock 2024 Star Ratings
  • Easily Choose Your #1 School
£19.95
Per month

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)
Batley Road
West Ardsley
Wakefield
WF3 1HD
01133074750

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. Your strong leadership has created a culture of high expectations for pupils’ achievement and, as a result, pupils are securing good outcomes across the school. You are ably supported by an effective deputy principal. Together, you work closely with staff, governors and the trust to sustain a strong sense of teamwork and an ethos in which pupils can thrive. As a result, Hill Top Primary Academy is a rapidly improving school and has the capacity to improve further. You and your leadership team have an accurate view of the quality of education that the school provides. You have devised a thorough action plan for improvement, which you have based on a precise analysis of assessment information. You are clear about the intended impact of your actions on pupils’ achievement. Pupils are polite and friendly. Their behaviour around the school and on the playground is consistently good. Classrooms are calm working environments. Pupils display positive attitudes to learning, listening well to the opinions of others and quickly settling to work. Relationships throughout the school between staff and pupils are warm and positive. Leaders, teachers and governors work in close collaboration with other schools in the trust to develop leadership and improve teaching and learning. This is contributing to the continuing success of the school and the quality of education it provides. Your early years setting is seen as an example of good practice because of strong leadership, excellent provision and the good progress children make. At the time of the last inspection, you were asked to improve the effectiveness of the governing body. This you have successfully done. Working closely with the trust, you have ensured that governors receive appropriate training to develop their skills, and new appointments to the governing body have specific expertise. As a result, governors are well informed and work well with school leaders to drive improvements. You were also asked to improve the progress of less-able pupils. You have ensured that teaching assistants receive professional development opportunities to improve their questioning skills. This enables them to challenge pupils to think deeper about what they are learning. Observations of learning activities during the inspection showed that teaching assistants have a good understanding of their roles and provide effective support to the pupils they are working with, including those pupils who are less able. During these observations, it was also noticeable that teachers support pupils of different abilities equally well, something that you insist upon. Safeguarding is effective. You have ensured that all safeguarding arrangements are fit for purpose and records are detailed and of a high quality. Staff have benefited from appropriate training and understand what to do should a safeguarding issue or concern arise. All your policies and procedures relating to safeguarding, including safeguarding checks on adults working at the school, meet requirements and are up to date. When necessary, you work effectively with the trust’s support services and external agencies to ensure that everything is being done to safeguard children and minimise risk. Parents are confident that their children are safe and well cared for at the school. Inspection findings As part of the inspection we looked at the differences in attainment between girls and boys. Assessment information for the end of key stage 1 and key stage 2 in 2018 shows that a greater proportion of girls attained expected and higher standards than boys. This was the case for reading and writing in key stage 1 and for mathematics in key stage 2. Inspection evidence shows that you and your leaders are addressing this and have introduced strategies that are improving the progress of both boys and girls. Although there are reasons as to why girls achieved significantly better than boys in key stage 1 in 2018, you are making sure that any differences are addressed. You have provided additional classroom support for this cohort of pupils, ensured that the curriculum appeals to boys as well as girls and provided opportunities for outdoor learning each week. This is having a positive impact, and differences in achievement between girls and boys are diminishing. Pupils currently in key stage 2 are making good progress in mathematics. You have introduced a new curriculum for mathematics and provided high-quality professional development for teachers. As a result, teachers plan meaningful and wide-ranging opportunities to solve problems, investigate mathematical ideas and develop mathematical reasoning. Observations of learning activities in key stage 2, and work in pupils’ books, show that both girls and boys are achieving well and there are no noticeable differences in the progress they are making. Leaders have placed a strong emphasis on improving the teaching of reading across the school, especially for pupils who are capable of attaining the higher standards. This includes a significant investment in reading resources and a different approach to teaching reading. There are signs that this is helping to improve reading for most-able pupils in key stage 2 but the impact of these initiatives is yet to be seen. You have introduced plans to increase the proportion of pupils attaining greater depth in key stage 1. High-quality professional development for teachers and teaching assistants and a collaborative approach within the trust to improve teaching, learning and assessment are leading to improvements. Inspection evidence shows that teaching and learning in key stage 1 is strong. Pupils are challenged with activities that make them think harder about what they are learning. However, the impact of these actions on those pupils who are most able is not evident yet. Next steps for the school Leaders and those responsible for governance should ensure that: strategies to improve the progress of most-able pupils in key stage 1 and key stage 2 are firmly embedded. I am copying this letter to the chief executive officer of the multi-academy trust, the regional schools commissioner and the director of children’s services for Leeds. This letter will be published on the Ofsted website. Yours sincerely Alan Chaffey Ofsted Inspector Information about the inspection During the inspection, I held meetings with you and the deputy principal. I also met with the chief executive of the multi-academy trust and had a telephone conversation with the chair of the governing body. I spoke with pupils during lessons and when listening to them read. I visited all classes in the early years, key stage 1 and key stage 2, and I looked at pupils’ books. I scrutinised various documents, including the school’s self-evaluation, improvement plans and safeguarding documents. I considered the 58 responses to Ofsted’s online parent questionnaire, Parent View, and 51 free-text responses to Parent View.

Hill Top Primary Academy Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>73, "agree"=>18, "disagree"=>5, "strongly_disagree"=>2, "dont_know"=>2} UNLOCK Figures based on 55 responses up to 11-07-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>82, "agree"=>13, "disagree"=>5, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 55 responses up to 11-07-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>60, "agree"=>27, "disagree"=>5, "strongly_disagree"=>4, "dont_know"=>4} UNLOCK Figures based on 55 responses up to 11-07-2024
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>75, "strongly_agree"=>4, "agree"=>4, "disagree"=>7, "strongly_disagree"=>5, "dont_know"=>5} UNLOCK Figures based on 55 responses up to 11-07-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>65, "agree"=>25, "disagree"=>4, "strongly_disagree"=>5, "dont_know"=>0} UNLOCK Figures based on 55 responses up to 11-07-2024
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>33, "strongly_agree"=>38, "agree"=>5, "disagree"=>13, "strongly_disagree"=>9, "dont_know"=>2} UNLOCK Figures based on 55 responses up to 11-07-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>64, "agree"=>5, "disagree"=>5, "strongly_disagree"=>27, "dont_know"=>0} UNLOCK Figures based on 22 responses up to 11-07-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>69, "agree"=>24, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>5} UNLOCK Figures based on 55 responses up to 11-07-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>76, "agree"=>11, "disagree"=>4, "strongly_disagree"=>9, "dont_know"=>0} UNLOCK Figures based on 55 responses up to 11-07-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>65, "agree"=>27, "disagree"=>4, "strongly_disagree"=>4, "dont_know"=>0} UNLOCK Figures based on 55 responses up to 11-07-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>65, "agree"=>33, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 55 responses up to 11-07-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>67, "agree"=>27, "disagree"=>4, "strongly_disagree"=>0, "dont_know"=>2} UNLOCK Figures based on 55 responses up to 11-07-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>58, "agree"=>24, "disagree"=>4, "strongly_disagree"=>13, "dont_know"=>2} UNLOCK Figures based on 55 responses up to 11-07-2024
Yes No {"yes"=>89, "no"=>11} UNLOCK Figures based on 55 responses up to 11-07-2024

Responses taken from Ofsted Parent View

Your rating:
Review guidelines
  • Do explain who you are and your relationship to the school e.g. ‘I am a parent…’
  • Do back up your opinion with examples or clear reasons but, remember, it’s your opinion not fact.
  • Don’t use bad or aggressive language.
  • Don't go in to detail about specific staff or pupils. Individual complaints should be directed to the school.
  • Do go to the relevant authority is you have concerns about a serious issue such as bullying, drug abuse or bad management.
Read the full review guidelines and where to find help if you have serious concerns about a school.
We respect your privacy and never share your email address with the reviewed school or any third parties. Please see our T&Cs and Privacy Policy for details of how we treat registered emails with TLC.


News, Photos and Open Days from Hill Top Primary Academy

We are waiting for this school to upload information. Represent this school?
Register your details to add open days, photos and news.

Do you represent
Hill Top Primary Academy?

Register to add photos, news and download your Certificate of Excellence 2023/24

*Official school administrator email addresses

(eg [email protected]). Details will be verified.

Questions? Email [email protected]

We're here to help your school to add information for parents.

Thank you for registering your details

A member of the School Guide team will verify your details within 2 working days and provide further detailed instructions for setting up your School Noticeboard.

For any questions please email [email protected]