Holy Trinity Rosehill CofE Voluntary Aided Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
392
AGES
3 - 11
GENDER
Mixed
TYPE
Voluntary aided 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 2021, ONS
01642 526605

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
(20/2/18)
Full Report - All Reports
63%
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

Upsall Grove
Fairfield
Stockton-on-Tees
TS19 7QU
01642581239

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. Senior leaders and governors have responded resolutely to a period of staffing instability and weaker academic performance. The acting headteacher provided clear and purposeful leadership in the absence of the previous headteacher. She worked with senior colleagues, local authority partners and governors to strengthen leadership and introduce stronger systems to monitor progress and improve assessment. As a result, pupils achieved much better progress at the end of key stage 2 in 2017. These processes are being further developed with the arrival of the new headteacher in January 2018. The school has a strong capacity for improvement. Senior leaders have addressed a number of the areas for improvement identified in the last inspection report. Subject leaders have explored new contexts for writing. After a dip in standards in 2016, subject leaders have introduced new strategies to promote independence in pupils’ writing and this is contributing to improving rates of progress. New assessment practices and approaches are supporting current pupils in making better rates of progress. Teachers are exploring the use of challenge tasks to stretch pupils, although this work is not consistently embedded across all classes. There is evidence that outdoor areas have been enhanced in the early years, with more imaginative and purposeful use of learning areas. Senior leaders have taken considerable action to build leadership capacity. They have given subject and phase leaders increased responsibility for developing good practice and monitoring standards. Subject leaders have introduced new initiatives to develop expertise in the mathematics curriculum and to encourage new approaches to reading and writing. Governors have supported the purchase of dedicated resources in these areas. Senior leaders have given middle leaders much greater responsibility for checking the effect of their improvement plans on pupils’ progress and attainment. These actions contributed to much better outcomes for pupils in 2017, a pattern that is continuing for the current cohort of pupils. Senior leaders have also improved the strength of monitoring and evaluation practices across the school. A new assessment leader has been appointed to ensure that leaders and governors have regular insight into pupils’ progress. Pupil progress review meetings take place every half-term and teachers are held to account for the progress of the pupils in their classes. Governors attend progress meetings and receive timely insights into pupils’ progress. New assessment systems also provide renewed strategies to measure the quality of teaching, learning and assessment. As a result of better progress information, teachers are more able to modify teaching and interventions to support better rates of progress. Leaders and teachers have worked closely with neighbouring schools and local authority partners to improve the accuracy of assessment. Teachers have worked diligently to develop an accurate view of the standards of their pupils’ work in the context of the national curriculum. This was reflected the reliability of teachers’ assessments against external results in 2017 and in local authority moderation of pupils’ work. Leaders and teachers have developed a more robust approach to addressing the increased expectations of the new national curriculum. The weak outcomes of 2016 made all teachers aware that standards were not good enough, but resolute action has been taken to secure improvements. Leaders and governors have invited challenge and support from local authority and diocese improvement partners. This has improved the quality of teaching and strengthened leadership. Leaders have visited other schools to enhance expertise and this is contributing to improvements in mathematics teaching and to improving provision in the early years. Governors have appropriate expertise and have intensified their involvement in the school following a period of staffing instability and weaker outcomes. They have invited further challenge to their own practice through a successful local authority review of governance and they have future plans to work with a national lead for governance to enhance their practice. They are regular visitors to the school, visiting every half-term to measure the pace of improvement and assess the effect of improvement strategies. Senior leaders have done much to build capacity. There is a joint sense of purpose across the wider leadership team. Much stronger systems of monitoring and evaluation underpin the school improvement journey and they are ensuring that initiatives are regularly checked and reviewed. While there remains some variation in the consistency with which new standards and expectations are being applied, it is clear that the capacity for improvement is strong and that the momentum for heightened progress is continuing.

Holy Trinity Rosehill CofE Voluntary Aided Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree 87% Agree 13% Disagree 0% Strongly Disagree 0% Don't Know 0% {"strongly_agree"=>87, "agree"=>13, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} Figures based on 15 responses up to 16-05-2021
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Figures based on 15 responses up to 16-05-2021

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Figures based on 15 responses up to 16-05-2021

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Figures based on 15 responses up to 16-05-2021

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Figures based on 15 responses up to 16-05-2021

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Figures based on 15 responses up to 16-05-2021

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Figures based on 10 responses up to 16-05-2021

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Figures based on 15 responses up to 16-05-2021

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Figures based on 15 responses up to 16-05-2021

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Figures based on 15 responses up to 16-05-2021

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Figures based on 15 responses up to 16-05-2021

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Figures based on 15 responses up to 16-05-2021

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Figures based on 15 responses up to 16-05-2021

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Figures based on 15 responses up to 16-05-2021

Responses taken from Ofsted Parent View

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