Littletown Junior Infant and Nursery School
Catchment Area, Reviews and Key Information

Primary
School Guide Rating
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Bradford Road
Liversedge
WF15 6LP
01274878136
Pupils
205
Ages
3 - 11
Gender
Mixed
Type
Foundation school
4 1 1 2 3 4
NATIONAL AVG. 2.08
Ofsted Inspection
(5/12/17)
Full Report - All Reports
72%
NATIONAL AVG. 65%
% pupils meeting the expected standard in reading, writing and mathematics
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School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You provide inspirational leadership and are passionate about providing your pupils with the best possible education so that they have the opportunity to achieve their best. Along with your senior leadership team, you have created a strong and caring ethos, where diversity is celebrated. Your vision that ‘children experience a continuous line of quality and nurture from the moment that they enter Littletown until the moment that they leave’ is shared by governors and staff, and underpins all aspects of your work. Littletown Junior, Infant and Nursery School is a calm, welcoming and nurturing environment where staff help pupils to develop well, academically and personally. Without doubt, pupils enjoy being at the school, they enjoy learning and they thrive. They are cheerful, ambitious and display very positive attitudes towards their learning, school and each other. The overwhelming majority of parents think that the school provides a very good standard of education and are justifiably proud of the school. As one parent told me, ‘My child is flying in all aspects of her work. She loves coming to school.’ Another parent said, ‘Teachers go above and beyond and always do their best for the children.’ Teachers share your high aspirations for pupils’ achievement. They are enthused about teaching and are keen to extend pupils’ learning even further. Teachers work constructively with each other to improve their practice even further. All members of staff who completed Ofsted’s online questionnaire say that they are proud to work in the school. During your last inspection, the inspection team recognised the many strengths of your school, including high-quality teaching, especially in the early years; the behaviour of pupils; progress and standards in mathematics; the tracking of pupils’ progress across school and the quality of your leadership. These continue to be key strengths of the school. You and your team have successfully addressed the key issues identified at the time of the previous inspection. The inspection team asked you to improve pupils’ progress in writing, especially in key stage 1. You have secured a steady improvement in standards in writing at the end of key stage 1. Pupils’ outcomes in the Year 1 phonics screening check are now above the national average and have improved year on year for the last three years. At the end of key stage 2, pupils are making better progress than other pupils nationally in mathematics leading to them attaining standards that are above average. In reading and writing, pupils’ progress is similar to that of others nationally and standards are in line with national averages. You and your team have rightly identified that the progress made by the most able pupils, especially in reading, has not been as strong as it could be and are now working to address this. Governors bring a range of skills and experiences to their role and share the same passion and determination to excel. They have a positive impact through the support, challenge and level of questioning they afford school leaders. Together, governors and leaders provide a strong sense of purpose and direction and have evaluated the effectiveness of the school accurately. Safeguarding is effective. There is an established culture of safeguarding at the school and there is a clear ethos that everybody is responsible for safeguarding. The leadership team has ensured that all safeguarding arrangements are fit for purpose and that records are detailed and of high quality. Leaders have ensured that all members of staff and governors are regularly trained in different aspects of safeguarding. Leaders and governors ensure that records are robust and relevant checks on visitors and staff are carried out before they enter or join the school. You know the families of pupils who attend the school very well and are vigilant about their welfare, especially any whose circumstances make them vulnerable. You work closely with local agencies to ensure that pupils receive the care and support they need. Pupils say they feel extremely safe in school because staff are ‘very kind and always there to help them’. Pupils also told me that they celebrate each other’s similarities and differences and ‘are all unique and equal’. They say that bullying does not happen at Littletown and are confident that, if it did, an adult would stop it immediately.

Littletown Junior Infant and Nursery School Catchment Area Map

This pupil heat map shows where pupils currently attending the school live.

Enter a postcode to see where you live on the map
heatmap example
Source:
All attending pupils
National School Census Data 2020
ONS
Pupil heat map key

How many pupils attending the school live in the area?

Many
Some
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The concentration of pupils shows likelihood of admission based on distance criteria

01484 225007

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 areas from which pupils are admitted to a school can change from year to year to reflect the number of siblings and pupils admitted under high priority admissions criteria.

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.

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