Hindley All Saints CofE 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 2021, ONS
01942 244 991

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
Ofsted Inspection
Full Report - All Reports
% pupils meeting the expected standard in reading, writing and mathematics

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Per month

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

Chapel Fields Lane

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You have dealt effectively with most of the areas for improvement at the last inspection. There is greater challenge for the most able pupils in mathematics across the school. You have ensured that staff present all pupils with a greater challenge in mathematics so that all groups of pupils are making faster progress. You have given improving attendance similar attention so that attendance overall is slowly rising and the proportion of pupils who are persistently absent has begun to reduce. You are determined to ensure that all pupils have an equal opportunity to be successful. You are uncompromising in your drive to make sure that pupils achieve well and feel safe. Pupils behave in an orderly way and you have successfully created a positive culture in which children learn. The effective learner strategy that you and your staff have developed is successful in encouraging pupils to be well organised, highly motivated, resilient, curious, creative and keen to become good citizens. Parents have written very enthusiastically about the encouragement and support given to their children. Leaders have an accurate view of the school’s strengths and areas that require further focus. Improvement planning addresses the weaker areas and regular checks take place to make sure that the actions of all staff are making a positive difference. For example, senior leaders recognised that there were too many interventions to support pupils who have special educational needs (SEN) and/or disabilities. Your thorough audit of interventions has weeded out those that were ineffective so that now SEN pupils are making good progress. You and your staff work hard to engage with parents and to support the local community. An example of this is the produce market which is run by parents in school twice each week. Parents are invited to special events which help them to understand what is expected of their children throughout the year. Reports are sent home each term. As a result, parents are kept well-informed about their children’s progress. The school environment is bright and welcoming. In response to a request from the school ambassadors, you now have a school dog called Bramble. She is well trained and well behaved and each class in turn has responsibility for Bramble’s care and welfare. Pupils told me how much they enjoy this responsibility. You have recently undertaken a whole-school review of the curriculum and made significant changes to promote a more inspiring, practical and interesting curriculum. Pupils enjoy topics such as robots and dragons, in fact and fiction. You have made sure that the new curriculum appeals as much to boys as to girls because you have identified that in some year groups boys are performing less well than girls. Your teachers are already finding greater interest and enthusiasm from the boys in their classes. The curriculum is enhanced by many experiences such as visiting Jodrell Bank and spending a day at the beach, learning about the coast and enjoying donkey rides. Senior leaders have taken effective action to ensure that the quality of teaching and learning remains good. Progress is improving in both writing and mathematics but less so in reading. This is correctly identified as the key focus for improvement in the current year. Improving attendance remains a priority for the school. There is more to do to bring it to at least national expectations. Safeguarding is effective. Safeguarding has the highest priority to you and your staff and is seen as being everyone’s responsibility. Staff training is regular and continually updated in response to national and local issues. Staff told me that they feel well prepared to deal with child protection issues and know they can gain expert advice if it is needed. Staff appreciate the new online system in school which allows all staff to note any concerns, which can be followed up when necessary. Parents expressed full confidence in the school’s safeguarding measures. Pupils feel safe and very well cared for in school. They explained to me how the school helps them to keep safe. They understand about the hazards of using the internet and social media. They explain the dangers to avoid when using the road or going near to railway lines. Visiting speakers from the National Society for the Prevention of Cruelty to Children inform pupils about abuse of children and the Childline help line. They are proud of their knowledge of first aid. Pupils told me that there is little or no bullying in school and that they have enjoyed personal, social and health sessions on how to be a good friend. The school’s work with outside agencies is good.

Hindley All Saints CofE Primary School Parent Reviews

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