Mowbray School
Catchment Area, Reviews and Key Information

Primary & Secondary
Special school
PUPILS
308
AGES
2 - 16
GENDER
Mixed
TYPE
Community special school

Can I Get My Child Into This School?

Enter a postcode to see where you live on the map
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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
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?

Good
NATIONAL AVG. 2.09
Ofsted Inspection
(25/04/2023)
Full Report - All Reports

Special schools provide a unique and distinctive educational environment to meet the needs of the pupils in their community. Undertaking standard tests may not be appropriate and we do not show performance data for special schools.

View exam results via the link below and contact the school to ask about measuring pupil progress.

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80%
NATIONAL AVG. 93%
Happiness Rating

Ofsted Parent View

7.4:1
NATIONAL AVG. 19.9:1
Pupil/Teacher ratio
37.1%
NATIONAL AVG. 17.7%
Persistent Absence
3.2%
NATIONAL AVG. 22.0%
Pupils first language
not English
37.1%
NATIONAL AVG. 25.9%
Free school meals
Masham Road
Bedale
DL8 2SD
01677422446

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. Together with your deputy, you continue to make an effective team, sharing a commitment to help and support pupils and their families. Good opportunities for pupils’ personal development and strong relationships between pupils and staff continue to be at the core of the school’s work. The vast majority of parents who completed Ofsted’s online parent survey were highly complimentary about all aspects of the school. Almost all who responded would recommend the school to others. This inspection investigated the work of leaders to improve the way they assure the quality of the school’s work and the steps they had taken to improve the challenge for pupils and develop independence, particularly for the most able pupils. We found that leaders and governors know what the school does well and where it needs to improve. Since the last inspection, the school has undergone a period of much change. The number of pupils attending the school has increased significantly. The profile of pupils has also changed. Their needs remain diverse, although increasingly many more pupils are now identified as most able. Together with governors, you have expanded facilities and learning resources and have acted to strengthen the school’s leadership team. School plans demonstrate a clear agenda for improvement. You have secured additional specialist teaching staff and restructured the way that pupils are taught. You have invested in computer programs in English and mathematics to provide opportunities for pupils to practise and develop the basic skills they are taught in lessons. These changes to the curriculum and the expansion of GCSE qualifications show that the school is responding to the changing needs of pupils in the primary and secondary phases of the school. However, leaders, managers and governors have yet to find out whether the changes introduced are making a significant and sustained difference to pupils’ achievement. The need to further refine systems to evaluate pupils’ progress, attendance and behaviour is recognised in the latest school development plan. At the time of your previous inspection, you were asked to improve achievement in English and also to improve teaching, particularly for the most able pupils. During this inspection, we found much to celebrate in the focused work that has taken place to develop these aspects within the school. Training and professional support have been used effectively to develop and extend teachers’ knowledge and understanding of strategies to support pupils’ literacy and numeracy skills across all subjects. Scrutiny of pupils’ work shows a well-planned approach to developing such skills. Pupils are responding enthusiastically to a curriculum which includes more challenging content, particularly in English and mathematics. In discussions with inspectors, pupils said that they enjoyed English, and one Year 9 pupil knowledgeably described their work about adjectives. In art and design, Year 10 pupils demonstrated their improving fluency in reading, taking turns to read aloud the tasks for the morning’s lesson. An area for investigation during this inspection was to consider whether pupils are making good progress from their starting points on entry to the school and especially for the most able pupils. School assessment information shows an improving trend over time in pupils’ achievement in English and mathematics. The structured steps and guidance that pupils in the early years receive, and those in Years 10 and 11 who are studying qualifications, are supporting their progress. Some teachers maintained accurate assessment records and used these to identify the next steps in learning. The school reports on pupils who are making expected progress and those who are making faster or slower progress. However, understanding of these expectations is not always clear. Pupils’ individual targets do not always identify the next steps that they need to make in order to meet the expectations that teachers have for them. Safeguarding is effective. Leaders and governors give priority to keeping pupils safe. The extensions and improvements made to the buildings since the previous inspection demonstrate the priority they give to pupils’ safety and welfare. Comprehensive and up-to-date policies to protect children and keep them safe are known and understood by adults in the school as a result of annual training and regular updates. There is regular staff training on safeguarding and supporting pupils’ medical, health and personal care needs. Safer recruitment arrangements currently in place are complete and comply with the requirements expected of all schools. You make sure that pupils know how to keep themselves safe. Pupils told inspectors that they feel safe in school because ‘staff help you all the time’ and ‘staff care for you’. Pupils know how to keep safe online. They described some of the things they learned from computer lessons and assemblies. Pupils also learn how to stay healthy, make choices and learn how to make friends in personal, social and health education lessons. Pupils said that sometimes there is bullying, but they were confident that staff would keep them safe. Inspection findings Specific targets for pupils’ personal and social development are strong. This is because they are focused on individual needs and the next steps to develop key skills and behaviours to support their learning. Some pupils and parents have a key role in setting them in conjunction with teachers. Consequently, pupils and their families know what teachers expect. Targets for the most able pupils are also specific in their academic focus. Scrutiny of pupils’ books and files shows that the next step that individual pupils need to master to develop their learning in communication, literacy and numeracy is clearly stated. However, this is not so for pupils of all abilities. Good teaching has been sustained and strengthened in several subjects. The additional expertise that specialist staff have brought to the school has quickly been used to good effect to extend and deepen the curriculum in all key stages. Children make strong progress in the early years. Their starting points are identified clearly and the expectations and next steps in progress are explicit for individual pupils. The early years team demonstrate a strong understanding and consistent approach to assessment and recording of pupils’ progress. Governors have continued to develop and improve the fabric of the school and use funding wisely to extend facilities. Much has been achieved in this regard in the four years since the previous inspection. For example, the investment in new books is helping to support pupils’ interest in and enjoyment of reading. Behaviour in lessons and around school is managed consistently well. Pupils like the wide range of rewards and work hard to achieve them. They enjoy the awards and praise assemblies, the prize box and golden tickets. A small group of pupils with severe difficulties in managing their emotions and behaviour are responding well to specialist support. The number of days lost to exclusion has begun to decline this term. Many pupils are confident, happy and enjoy coming to school. Proactive work with the families and carers of a small number of pupils with complex medical needs is being closely monitored by leaders to help them to access as much education as their conditions will safely allow. Currently, absence rates across the school are slightly higher than the national average. Opportunities to develop independence are more extensive than at the previous inspection. Pupils respond exceptionally well to the additional opportunities they have to make decisions, to work with partners and to complete tasks such as taking turns, making a Christmas meal, collecting eggs and looking after animals on the school farm.

Mowbray School Parent Reviews



75% Parents Recommend This School
Strongly Agree 53% Agree 27% Disagree 3% Strongly Disagree 13% Don't Know 3% {"strongly_agree"=>53, "agree"=>27, "disagree"=>3, "strongly_disagree"=>13, "dont_know"=>3} Figures based on 60 responses up to 12-05-2023
Strongly Agree 50% Agree 25% Disagree 8% Strongly Disagree 10% Don't Know 7% {"strongly_agree"=>50, "agree"=>25, "disagree"=>8, "strongly_disagree"=>10, "dont_know"=>7} Figures based on 60 responses up to 12-05-2023
Strongly Agree 33% Agree 48% Disagree 3% Strongly Disagree 5% Don't Know 10% {"strongly_agree"=>33, "agree"=>48, "disagree"=>3, "strongly_disagree"=>5, "dont_know"=>10} Figures based on 60 responses up to 12-05-2023
My Child Has Not Been Bullied 63% Strongly Agree 12% Agree 3% Disagree 2% Strongly Disagree 10% Don't Know 10% {"my_child_has_not_been_bullied"=>63, "strongly_agree"=>12, "agree"=>3, "disagree"=>2, "strongly_disagree"=>10, "dont_know"=>10} Figures based on 60 responses up to 12-05-2023
Strongly Agree 42% Agree 28% Disagree 17% Strongly Disagree 12% Don't Know 2% {"strongly_agree"=>42, "agree"=>28, "disagree"=>17, "strongly_disagree"=>12, "dont_know"=>2} Figures based on 60 responses up to 12-05-2023
I Have Not Raised Any Concerns 12% Strongly Agree 43% Agree 20% Disagree 10% Strongly Disagree 13% Don't Know 2% {"i_have_not_raised_any_concerns"=>12, "strongly_agree"=>43, "agree"=>20, "disagree"=>10, "strongly_disagree"=>13, "dont_know"=>2} Figures based on 60 responses up to 12-05-2023
Strongly Agree 52% Agree 27% Disagree 8% Strongly Disagree 12% Don't Know 2% {"strongly_agree"=>52, "agree"=>27, "disagree"=>8, "strongly_disagree"=>12, "dont_know"=>2} Figures based on 60 responses up to 12-05-2023
Strongly Agree 28% Agree 43% Disagree 8% Strongly Disagree 12% Don't Know 8% {"strongly_agree"=>28, "agree"=>43, "disagree"=>8, "strongly_disagree"=>12, "dont_know"=>8} Figures based on 60 responses up to 12-05-2023
Strongly Agree 40% Agree 38% Disagree 10% Strongly Disagree 12% Don't Know 0% {"strongly_agree"=>40, "agree"=>38, "disagree"=>10, "strongly_disagree"=>12, "dont_know"=>0} Figures based on 60 responses up to 12-05-2023
Strongly Agree 38% Agree 37% Disagree 17% Strongly Disagree 8% Don't Know 0% {"strongly_agree"=>38, "agree"=>37, "disagree"=>17, "strongly_disagree"=>8, "dont_know"=>0} Figures based on 60 responses up to 12-05-2023
Strongly Agree 42% Agree 32% Disagree 10% Strongly Disagree 8% Don't Know 8% {"strongly_agree"=>42, "agree"=>32, "disagree"=>10, "strongly_disagree"=>8, "dont_know"=>8} Figures based on 60 responses up to 12-05-2023
Strongly Agree 22% Agree 35% Disagree 22% Strongly Disagree 10% Don't Know 12% {"strongly_agree"=>22, "agree"=>35, "disagree"=>22, "strongly_disagree"=>10, "dont_know"=>12} Figures based on 60 responses up to 12-05-2023
Strongly Agree 42% Agree 27% Disagree 13% Strongly Disagree 12% Don't Know 7% {"strongly_agree"=>42, "agree"=>27, "disagree"=>13, "strongly_disagree"=>12, "dont_know"=>7} Figures based on 60 responses up to 12-05-2023
Yes 75% No 25% {"yes"=>75, "no"=>25} Figures based on 60 responses up to 12-05-2023

Responses taken from Ofsted Parent View

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