Netherthorpe Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
246
AGES
3 - 11
GENDER
Mixed
TYPE
Community 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 2021, ONS
0114 27 34567

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
(14/3/17)
Full Report - All Reports
50%
NATIONAL AVG. 65%
% 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 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

Netherthorpe Street
Sheffield
S3 7JA
01142726834

School Description

You and your colleagues have maintained the good quality of education in the school since the last inspection. It is to your credit that you have achieved this despite the changes in staffing and leadership that have happened, and the continued large numbers of pupils joining and leaving the school during term time, often at an early stage of learning English. The previous inspection highlighted strengths in teaching, leadership, pupils’ behaviour and their attitudes to learning, and relationships with the community and parents. These aspects remain strong. Parents, pupils and staff are overwhelmingly positive in their praise of all aspects of the school’s work. Staff are proud to be part of the school and enjoy working here. The culture of the school is very caring and calm, underpinned by strong and shared values. Pupils feel secure and happy. Consequently, they are eager to attend and apply themselves to learning. Rates of attendance have risen since the last inspection, and are consistently at national averages. The proportions of pupils who are persistently absent from school are low. A perceptible buzz of excitement about learning, coupled with a strong work ethic, is tangible in all classes. At the previous inspection, leaders were challenged to ensure that all teaching is at least good, and to improve achievement in mathematics in key stage 2. Since then, there have been a number of teachers who have left and joined the school. You have taken advantage of the good practice in local schools, and from within the Sheaf Co-operative Learning Trust, to ensure effective professional development opportunities for all staff. This has helped to sustain levels of overall good and better teaching. Outcomes in mathematics have risen steadily at both key stages. In 2016, the proportions of Year 6 pupils reaching the expected standard and higher score in mathematics were in line with national averages. These outcomes represented good progress, given pupils’ prior attainment at the end of key stage 1. Staff feel well supported and challenged to make the school even better. They are positive about the many opportunities to share effective practice, plan lessons together and check the accuracy of each other’s marking. You have been successful in emphasising to all staff their responsibilities in ensuring that all pupils, particularly those who attend continuously across the key stages, make at least good progress. The school’s information shows that pupils’ outcomes at the end of the early years, and at the end of both key stages, are considerably influenced by the very large numbers of pupils joining and leaving the school during term time. In 2016, for example, 30 pupils left at the end of Year 6, but 83 had been members of the year group for various periods of time as it moved up through the school. Only 13 pupils had attended the school throughout key stages 1 and 2. Similar information is readily available for all classes in all years, including the early years. Staff adapt well to meet individual pupils’ very varied needs. As a result, children in the early years get off to a good start. The many children who are unable to speak English, and who have often limited command of their mother tongue, make friends quickly and rapidly improve their personal and social skills. The vast majority of children who attend both the Nursery and Reception years achieve a good level of development, and are ready for Year 1. Across key stage 1, many pupils achieve increasingly well. Those who attend the full key stage make overall good progress, from their starting points, many reaching standards that are approaching national averages, especially in mathematics. Outcomes in phonics have particularly improved since the last inspection, and are now average by the end of Year 1. Pupils who attend school for the full key stage 2 also make good progress. Many reach above-average standards in mathematics by the end of Year 6. Although reading and writing outcomes were not as strong as in mathematics in 2016, they are improving rapidly in school due to the good and better teaching. Senior leaders share a clear understanding of how well the pupils are doing. Those from disadvantaged backgrounds generally achieve better than their peers, and those who have special educational needs and/or disabilities largely achieve well. This is because of the regular and rigorous checks leaders make on how well pupils are progressing. You rightly identify that some pupils, including the most able, could be making more progress across key stages 1 and 2 in reading, and that there is still more work to be done to accelerate some pupils’ progress in writing. Visits to lessons and work in pupils’ books suggest that you and your staff are succeeding in making these necessary improvements. Governors are committed and determined to see the school do even better. They have a good understanding of the strengths of the school and the areas to improve.

Netherthorpe Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree 33% Agree 47% Disagree 0% Strongly Disagree 20% Don't Know 0% {"strongly_agree"=>33, "agree"=>47, "disagree"=>0, "strongly_disagree"=>20, "dont_know"=>0} Figures based on 15 responses up to 05-10-2018
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Figures based on 15 responses up to 05-10-2018

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Figures based on 15 responses up to 05-10-2018

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Figures based on 15 responses up to 05-10-2018

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Figures based on 15 responses up to 05-10-2018

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Figures based on 15 responses up to 05-10-2018

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Figures based on 15 responses up to 05-10-2018

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Figures based on 15 responses up to 05-10-2018

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Figures based on 15 responses up to 05-10-2018

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Figures based on 15 responses up to 05-10-2018

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Figures based on 15 responses up to 05-10-2018

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Figures based on 15 responses up to 05-10-2018

Responses taken from Ofsted Parent View

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