Keighley St Andrew's CofE Primary School and Nursery
Catchment Area, Reviews and Key Information

Primary
PUPILS
358
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, ONS
01274 385967

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
(17/05/2023)
Full Report - All Reports
40%
NATIONAL AVG. 60%
% 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 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)
Lustre Street
Keighley
BD21 2ND
01535604656

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You lead an exceptionally strong and united leadership team that is focused and works hard to ensure that pupils are safe and settled and make good progress. You and your leaders have created a positive learning culture throughout and this is reflected in the views of pupils and parents. The school is an attractive and stimulating environment for learning. You and your senior leaders evaluate precisely what is working well in school and what needs further improvement. As a result, you have accurately identified the priorities for improvement. All your staff strive for continuous improvement but, because of low starting points, attainment is frequently lower than national averages. Around four fifths of the children enter the school with skills, knowledge and understanding significantly below those typical of their age. However, by the end of key stage 2 in 2017, the school was is in the top 10% of schools for progress in writing and the top 20% for mathematics. This reflects the quality of teaching that pupils have received during their time at St Andrew’s. At the end of key stage 1, results are below national averages, but they do show a year-on-year improvement. You have clear strategies in place to help raise standards further. Teachers in Nursery and Reception classes are working hard to involve more parents in their children’s learning to help them achieve more. Pupils are fully involved in the life of the school. The oldest pupils talked with a sense of pride about their roles as ‘workforce leaders’ and about how they carry out jobs to assist the whole school community. All the pupils, with whom I spoke, were incredibly positive about their school. They talked with enthusiasm about being chosen to be a ‘values champion’ and, as one child explained, ‘If you get selected as a values champion, it makes you feel happy and important.’ Pupils value the church school ethos and respect one another. When asked what they most like about St Andrew’s, they described opportunities, trips, the teachers, being ‘writer of the week’ and being able to wear a golden values champion tie in Year 6. At your last inspection, you were tasked with improving the quality of teaching and progress in mathematics, and considerable work has been carried out in this area. The mathematics coordinator has worked closely with the National Centre for Excellence in the Teaching of Mathematics on a two-year project to promote mastery. She has worked tirelessly to train staff on the current curriculum requirements and has developed a whole-school policy for the teaching of fractions. Opportunities for reasoning and problem solving are now embedded in most lessons. Pupils in Year 6 whom I questioned demonstrated very strong mental arithmetic skills. The progress of pupils shown in the 2017 key stage tests places the school in the top 20% for mathematics nationally, and disadvantaged pupils and pupils who have special educational needs (SEN) and/or disabilities make particularly strong progress. These results provide strong evidence that additional funding for these pupils is used effectively. School records and pupils’ work show that pupils are rising to the increased challenge and more pupils are achieving a greater depth of understanding. You recognise that further work needs to be done to raise standards in mathematics at key stage 1, although considerable progress has been made over the past two years, particularly in the case of the most able pupils. Safeguarding is effective. In an area of high social deprivation, senior leaders have established policies and practice that are highly effective and fit for purpose. The safeguarding records are appropriately detailed and of high quality, and all checks for the recruitment of staff suitable to work with children are in place. Regular child protection training is carried out for teachers, teaching assistants and governors. All staff are vigilant and committed to keeping pupils safe and free from harm. The deputy headteacher, who is designated safeguarding lead, has a comprehensive knowledge of children at risk and has established strong and productive links with outside agencies and families. One parent described to me the excellent care and support that had been provided for her two vulnerable children. Attendance, which has been a concern in the past, is assiduously monitored by senior leaders and administrative staff. The school works closely with the educational welfare officer and families and, as a result, persistent absence has reduced. Pupils said that they feel safe at school. They described behaviour as good, and one said ‘Teachers make sure there is no messing about’. Incidents of bullying were described as rare and pupils agreed that if they saw any bullying they would ‘tell a teacher immediately and it would be dealt with’. Pupils talked confidently about staying safe online and in the local area. Those in Years 3 and 4 have received specific pedestrian training to help them to cross a road safely.

Keighley St Andrew's CofE Primary School and Nursery Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>44, "agree"=>44, "disagree"=>6, "strongly_disagree"=>6, "dont_know"=>0} UNLOCK Figures based on 16 responses up to 19-05-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>50, "agree"=>44, "disagree"=>6, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 16 responses up to 19-05-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>50, "agree"=>31, "disagree"=>6, "strongly_disagree"=>6, "dont_know"=>6} UNLOCK Figures based on 16 responses up to 19-05-2023
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>44, "strongly_agree"=>19, "agree"=>25, "disagree"=>0, "strongly_disagree"=>6, "dont_know"=>6} UNLOCK Figures based on 16 responses up to 19-05-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>50, "agree"=>25, "disagree"=>25, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 16 responses up to 19-05-2023
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>13, "strongly_agree"=>44, "agree"=>31, "disagree"=>0, "strongly_disagree"=>13, "dont_know"=>0} UNLOCK Figures based on 16 responses up to 19-05-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>50, "agree"=>0, "disagree"=>50, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 10 responses up to 19-05-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>31, "agree"=>50, "disagree"=>6, "strongly_disagree"=>0, "dont_know"=>13} UNLOCK Figures based on 16 responses up to 19-05-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>63, "agree"=>31, "disagree"=>6, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 16 responses up to 19-05-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>56, "agree"=>31, "disagree"=>13, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 16 responses up to 19-05-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>50, "agree"=>25, "disagree"=>13, "strongly_disagree"=>0, "dont_know"=>13} UNLOCK Figures based on 16 responses up to 19-05-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>25, "agree"=>19, "disagree"=>19, "strongly_disagree"=>19, "dont_know"=>19} UNLOCK Figures based on 16 responses up to 19-05-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>38, "agree"=>44, "disagree"=>6, "strongly_disagree"=>6, "dont_know"=>6} UNLOCK Figures based on 16 responses up to 19-05-2023
Yes No {"yes"=>81, "no"=>19} UNLOCK Figures based on 16 responses up to 19-05-2023

Responses taken from Ofsted Parent View

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