Kirkstall St Stephen's Church of England (VA) Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
201
AGES
4 - 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
0113 222 4414

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
(11/10/2023)
Full Report - All Reports
67%
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)
Morris Lane
Kirkstall
Leeds
LS5 3JD
01133821960

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You lead the school with resolve and a real sense of moral purpose. You are determined that all pupils, especially those who are disadvantaged, get the very best. You are ambitious for all learners and seek to remove barriers to their learning and well-being. You have developed leadership at all levels in the school. Staff morale is high. You know your community well and respond to its needs. Your openness and availability were commented on very positively by many of the parents with whom I spoke and who commented via the internet during the inspection. The strong, open, relationships, which you and your staff have with parents have had a positive effect on improving overall attendance at the school, which is now above the national average. However, a small minority of pupils are still absent persistently. You have tackled this energetically through the range of increasingly effective strategies employed by expert and tenacious school staff. You balance understanding for the needs of families and parents with a firm, unwavering view that pupils must attend school regularly if they are to learn and be safe. As a result, although still too high, incidents of persistent absence are reducing. You were taken aback by the disappointing provisional reading scores in the end-ofkey-stage-2 tests in 2018. You moved promptly and effectively to address the issues that contributed to these results. Working with the whole staff, you have redoubled your efforts to embed skills in reading across the school. I saw examples of this. I heard Year 5 pupils discussing their reading using appropriate vocabulary and with real enthusiasm. They were well versed, for example, in understanding the differences between retrieving information from text and the ways that writers use inference to develop narrative or to make their point. They showed real delight in the magic of language and the ways it is used to affect mood and attitude. Similarly, in the Reception class, I saw engaged children and expert adults deploying their skills. The children were enthralled by their learning and fully involved, using both sound and actions to develop their vocabulary and read new words. You have been tenacious in addressing the issues that led to the disappointing results. You have galvanised and heartened your staff and drawn on external expertise and support from, for example, the local authority and the diocese to help you in your pursuit of success. You have developed a broad and interesting curriculum at the school. It enables pupils to experience a wide range of activities that extend and deepen their knowledge and develop their skills. You and the governors share a firm view that pupils must have a broad education that prepares them well not only for their next steps in education but also to be thoughtful, reflective and engaged citizens at ease with themselves and each other. The school’s taught curriculum is underpinned by a very wide range of clubs and extra-curricular activities. It also takes full account of pupils’ spiritual, moral, social and cultural education, as well as the importance of developing healthy approaches to eating and care of their bodies. School meals, cooked on site, are, according to the pupils, tasty and inviting. I saw a lot of broccoli being eaten at lunchtime. The school’s previous inspection in November 2014 identified the need to strengthen the effectiveness of leaders, particularly in relation to planning and checking the effect of the school’s actions. You have addressed this effectively, although you are aware that there are still some areas that need further attention. You have ensured that all staff develop their skills and you have encouraged them to use their initiative, harnessing their enthusiasm and desire to improve the quality of education the school offers. As a result, staff feel engaged and involved in the school’s drive to improve further. Working with you, they check the effect of their work in class regularly. Staff meetings focus very firmly on pupils’ progress and achievement, particularly for disadvantaged pupils. Overall, the school’s plans reflect this focus. These plans are ambitious, clear and detailed. However, it is not consistently set out who is responsible for key tasks and how precisely success will be measured. The role of governors in this checking is also not clear. Middle leaders are a developing strength of the school. Subject leaders are knowledgeable, enthusiastic and eager to improve. They feel fully supported by you to do the job that you ask of them. They work closely with staff to develop and extend subject knowledge. They also monitor pupils’ progress through visits to classrooms, scrutiny of workbooks and conversations with pupils about their progress and attitudes to learning. Middle leaders’ links with governors are developing. However, governors do not regularly receive subject-specific information about pupils’ progress from subject leads.

Kirkstall St Stephen's Church of England (VA) Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>74, "agree"=>11, "disagree"=>8, "strongly_disagree"=>6, "dont_know"=>0} UNLOCK Figures based on 62 responses up to 12-10-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>77, "agree"=>10, "disagree"=>8, "strongly_disagree"=>5, "dont_know"=>0} UNLOCK Figures based on 62 responses up to 12-10-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>55, "agree"=>31, "disagree"=>8, "strongly_disagree"=>5, "dont_know"=>2} UNLOCK Figures based on 62 responses up to 12-10-2023
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>71, "strongly_agree"=>5, "agree"=>6, "disagree"=>6, "strongly_disagree"=>8, "dont_know"=>3} UNLOCK Figures based on 62 responses up to 12-10-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>58, "agree"=>27, "disagree"=>6, "strongly_disagree"=>8, "dont_know"=>0} UNLOCK Figures based on 62 responses up to 12-10-2023
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>32, "strongly_agree"=>42, "agree"=>10, "disagree"=>8, "strongly_disagree"=>6, "dont_know"=>2} UNLOCK Figures based on 62 responses up to 12-10-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>29, "agree"=>7, "disagree"=>7, "strongly_disagree"=>50, "dont_know"=>7} UNLOCK Figures based on 14 responses up to 12-10-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>55, "agree"=>29, "disagree"=>5, "strongly_disagree"=>3, "dont_know"=>8} UNLOCK Figures based on 62 responses up to 12-10-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>73, "agree"=>11, "disagree"=>6, "strongly_disagree"=>5, "dont_know"=>5} UNLOCK Figures based on 62 responses up to 12-10-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>52, "agree"=>34, "disagree"=>6, "strongly_disagree"=>6, "dont_know"=>2} UNLOCK Figures based on 62 responses up to 12-10-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>58, "agree"=>29, "disagree"=>5, "strongly_disagree"=>0, "dont_know"=>8} UNLOCK Figures based on 62 responses up to 12-10-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>52, "agree"=>31, "disagree"=>5, "strongly_disagree"=>2, "dont_know"=>11} UNLOCK Figures based on 62 responses up to 12-10-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>60, "agree"=>23, "disagree"=>6, "strongly_disagree"=>6, "dont_know"=>5} UNLOCK Figures based on 62 responses up to 12-10-2023
Yes No {"yes"=>82, "no"=>18} UNLOCK Figures based on 62 responses up to 12-10-2023

Responses taken from Ofsted Parent View

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