Huby CofE Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
96
AGES
4 - 11
GENDER
Mixed
TYPE
Voluntary controlled school
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 2021, ONS
01609 533679

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
(6/6/19)
Full Report - All Reports
71%
NATIONAL AVG. 65%
% pupils meeting the expected standard in reading, writing and mathematics



Unlock the rest of the data now
  • See All Official School Data
  • View Catchment Area Maps
  • Access 2022 League Tables
  • Read Real Parent Reviews
  • Unlock 2022 Star Ratings
  • Easily Choose Your #1 School
£14.95
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

Tollerton Road,
Huby
Tollerton Road
York
YO61 1HX
01347810432

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. This is due to the very close consideration you take of each pupil individually. You know the pupils very well and consequently understand the needs of different groups. Parents and carers recognise that their children are safe and happy in school. Recently, a large number of pupils have moved to the school and both they and their parents report that they settled very quickly. Parents feel that you and your staff listen to their concerns and queries, and that you respond to these effectively. Parents and pupils also feel that behaviour is a strength. There are very few serious behaviour incidents, and pupils’ conduct around school and in class is very strong. This helps pupils to feel safe and confident in school, as well as contributing to the strong progress they make. There is very little bullying, as records show. Parents and pupils believe this is because whenever an issue does occur, you and your team deal with it effectively, meaning matters do not persist. At the last inspection, the inspector made some suggestions to further improve the quality of teaching so that pupils made more rapid progress, particularly in mathematics. Firstly, the inspector recommended that teachers check pupils’ work in mathematics more regularly, so they could intervene earlier where necessary. This was linked to the inspector’s recommendations that teachers provide work to challenge the most able pupils, and for teachers to have the chance to observe the best practice in school. This was a key area of focus within my inspection; I wanted to see how well mathematics is taught, and in particular, how well teaching matches the needs of girls, who have done less well than boys historically. I found that mathematics is well taught. Pupils’ needs, including those of the most able pupils and girls, are closely understood and considered. There are lots of opportunities for pupils to practise their skills in mathematics lessons, and also to use and apply their skills, supporting the different abilities of pupils. As a result, outcomes in mathematics have improved since the last inspection. However, at times, there are missed opportunities in the wider curriculum to reinforce and practise mathematical skills, such as in geography and science. Safeguarding is effective. There are procedures and systems in place that keep pupils safe. The policies are checked and updated regularly, and staff and governors are also given regular training. This means adults know how to keep pupils safe, and they know what to do if they identify a concern, or if a concern is reported to them. There is information around school, and on the website, to keep parents, staff and pupils informed about what to do in these circumstances. The website also displays a record of the school’s policies. You and your staff provide events, such as parental meetings and assemblies, to keep different stakeholders informed about specific safety issues, for example, dangers associated with using the internet. The school makes all the necessary recruitment checks on staff, governors and volunteers to ensure that they are suitable to work with children and that they have the right qualifications for the roles they have. These checks meet legal requirements. The school records incidents in a timely way, and works with different external agencies, as appropriate, to obtain specialist advice, as necessary. Inspection findings During the inspection, I wanted to see how well children in early years progress, and how well prepared they are for Year 1. I was particularly focused on gauging how well the early years provision supports boys in their development, especially around writing, speaking and managing their feelings. I also wanted to see how well boys’ needs in these areas are supported when they move into Year 1. Boys engage well in their learning and enjoy different activities. This is the case in many aspects of the curriculum in Reception and in Year 1. As a result, they make strong progress, often in line that of with girls, across different development areas, including speaking and managing their feelings. However, they are less inclined to write regularly. This is not due to poor phonics development, which is strong, but rather due to some underdevelopment in their fine motor skills. Recently, the school has worked effectively to engage boys in activities that develop these skills, but this has been very recent and has not yet led to boys making strong progress in their writing over time. As a result, in early years and Year 1, boys’ writing skills lag behind those of girls. During the inspection, I wanted to see how well disadvantaged pupils achieve in school. There are very few disadvantaged pupils, but you have a strategic plan in place to support them, as you do for all groups of pupils. As a result, these pupils achieve well. They also benefit from the opportunities to develop and reinforce learning outside the classroom, on educational visits and when visitors come to speak to pupils. Following a small drop in attendance, which coincided with higher pupil numbers, I was keen to see how well you support pupils in understanding the importance of high attendance. I also wanted to see how this affected pupils who are persistently absent. In all aspects of school life, you look at pupils as individuals, to understand how well they are doing and if they need further support. This is also the case with attendance, and your strategy to engage parents and pupils where attendance had dipped or was becoming a significant problem has worked well. Attendance has improved this year and all groups’ attendance rates are above average. Levels of persistent absenteeism have also reduced to well below average. I also wanted to see how well the curriculum serves pupils. The curriculum is broad and balanced and there are lots of opportunities for pupils to develop skills in a wide range of subjects. Literacy and oral communication skills are particularly well developed, helping pupils to be articulate, as well as confident in their reading and writing, where progress is strong. The curriculum also supports pupils’ understanding of different lifestyle choices and of different faiths and cultures. For example, they have opportunities to make visits to places that teach them about the diverse world around them, such as a mosque and synagogue. Such experiences have influenced the very positive relationships pupils enjoy with each other, despite differences in age and background. They speak very confidently about the need for tolerance and respect for people from different backgrounds. They also believe it is important to celebrate difference. Governors understand their role well and can detail the school’s achievements, including the very strong leadership of you as headteacher, as well as the school’s priorities for further improvement. Next steps for the school Leaders and those responsible for governance should ensure that: in early years, the curriculum supports children, especially boys, in developing their fine motor skills more rapidly, to support them in their writing development there are regular opportunities for pupils to practise, use and apply their mathematical skills across the wider curriculum, as they do with their literacy skills.

Huby CofE Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree 90% Agree 6% Disagree 2% Strongly Disagree 0% Don't Know 2% {"strongly_agree"=>90, "agree"=>6, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>2} Figures based on 51 responses up to 07-06-2019
unlock

Figures based on 51 responses up to 07-06-2019

unlock

Figures based on 51 responses up to 07-06-2019

unlock

Figures based on 51 responses up to 07-06-2019

unlock

Figures based on 51 responses up to 07-06-2019

unlock

Figures based on 51 responses up to 07-06-2019

unlock

Figures based on 51 responses up to 07-06-2019

unlock

Figures based on 51 responses up to 07-06-2019

unlock

Figures based on 51 responses up to 07-06-2019

unlock

Figures based on 51 responses up to 07-06-2019

unlock

Figures based on 51 responses up to 07-06-2019

unlock

Figures based on 51 responses up to 07-06-2019

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 Huby CofE Primary School

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
Huby CofE Primary School?

Register to add photos, news and download your Certificate of Excellence 2021/22

*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]