Nidderdale High School
Catchment Area, Reviews and Key Information

Secondary
PUPILS
394
AGES
11 - 16
GENDER
Mixed
TYPE
Community school
SCHOOL GUIDE RATING
Not Rated

Can I Get My Child Into This School?

Enter a postcode to see where you live on the map
heatmap example
Sample Map Only
Very Likely
Likely
Less Likely

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
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?

4 1 1 2 3 4
NATIONAL AVG. 2.08
Ofsted Inspection
(18/10/17)
Full Report - All Reports
54%
NATIONAL AVG. 60%
5+ GCSEs grade 9-4 (standard pass or above) including English and maths



Unlock the rest of the data now
  • See All Official School Data
  • View Catchment Area Maps
  • Access 2022 League Tables
  • Read Real Parent Reviews
  • Unlock 2022 Star Ratings
  • Easily Choose Your #1 School
£14.95
Per month


Progress Compared With All Other Schools

UNLOCK Well Below Average (About 12% of schools in England) Below Average (About 20% of schools in England) Average (About 37% of schools in England) Above Average (About 17% of schools in England) Well Above Average (About 14% of schools in England)

School Results Over Time

2017 2018 2019 UNLOCK

% of pupils who achieved 5+ GCSEs grade 9-4
2017 2018 2019 UNLOCK

% of pupils who achieved GCSE grade 5 or above in both English and maths

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

Low Wath Road
Pateley Bridge
Harrogate
HG3 5HL
01423711246

School Description

The leadership team has maintained the good quality of education in the school since the previous inspection, despite uncertainty around permanent leadership. Since the previous inspection, there have been a number of different headteachers and consultant headteachers supporting the school. This has helped you to develop your strong leadership skills. Staff are confident in your ability to lead the school. From September 2017, alongside governors and the local authority, you have created an effective leadership model. This is allowing you to make accurate evaluations of the strengths of the school and areas that you need to develop further. You and your team have tackled the areas for improvement identified in the previous inspection report successfully. You provide teachers with relevant information about pupils’ starting points and progress so that teachers plan learning to meet all pupils’ needs. The quality of teaching is good and improving. Teachers and teaching assistants ask appropriate questions to challenge pupils to think carefully and deepen their understanding. The vast majority of pupils take pride in their work and where they do not, teachers address this appropriately. Pupils say that they feel safe in school and that they value the excellent relationships they have with teachers. Leaders’ implementation of a new behaviour system is ensuring that behaviour remains good and is improving further. A small minority of pupils in Year 8 are slow to respond to the new system, and their behaviour is not as positive as that of other pupils. Leaders, however, are aware of this and are taking appropriate action to improve this group’s behaviour. Pupils’ behaviour in social times is well ordered and calm. Pupils are keen to talk to visitors about their experiences and about school. We agreed that an important area that you need to tackle is around securing permanent positions in leadership. We also agreed that leaders should improve the quality of analysis and evaluation of the rich amount of data and information about behaviour and attendance. This will allow leaders to be proactive rather than reactive in their approach to making sustained improvements. Safeguarding is effective. The highly knowledgeable and efficient safeguarding leader ensures that staff keep meticulous records of all child protection information. Appropriate action, including referrals to external agencies, takes place quickly to ensure that pupils are safe. A real strength is how well the safeguarding leader knows pupils in the school. Staff receive appropriate training in child protection and staff are aware of their responsibilities to keep pupils safe. They have a good awareness of the signs that would indicate that a pupil could be at risk of harm. Leaders ensure that they carry out appropriate checks on the suitability of all staff to work with pupils. Pupils say that bullying sometimes does happen, but when it does, teachers and leaders tackle it swiftly so that it stops. School records show that pastoral staff carry out further checks to ensure that the bullying does not start again. Inspection findings You ensure that leaders review the curriculum every year so that it meets the needs of all learners. Where appropriate, bespoke provision is in place for pupils who need it. For example, some pupils have additional time in English and mathematics in key stage 3 to enable them to develop the skills and knowledge to be successful in key stage 4. This year, leaders are introducing functional skills in mathematics for some pupils who have special educational needs and/or disabilities so that they can achieve a mathematics qualification that is appropriate to their ability. Careers education takes place across all year groups and supports pupils in considering their GCSE options and post-16 choices. The provision for personal, social, health and economic education ensures that pupils learn about differences and diversity in life in modern Britain. Pupils learn about the risks they may face as they grow up and are confident in how they will deal with them, for example the risks associated with being online. Extra-curricular opportunities provide pupils with a variety of options to develop their skills, broaden their horizons and enhance their enjoyment of school. Pupils welcome opportunities to attend the theatre and take part in residential activities. Specific extra-curricular activities for vulnerable learners help them to develop their confidence and literacy skills simultaneously. Leaders ensure that they spend additional funds for disadvantaged pupils, pupils who have special educational needs and/or disabilities and pupils who need to catch up effectively. A well-researched and targeted approach to supporting disadvantaged pupils to overcome their barriers to learning is ensuring that current pupils make at least good progress in their learning. The special educational needs coordinator is well qualified and highly knowledgeable. She tracks effectively the progress that pupils who have special educational needs and/or disabilities make and puts in place appropriate support and interventions if they are at risk of falling behind. As a result, these pupils remain on track and also make good progress in their learning. Your restructuring of the pastoral team, from September 2017, following a dip in pupils’ attendance, is ensuring that attendance and behaviour are improving. You and your leaders now have more information about pupils’ attendance and both positive and negative behaviour. However, we agreed that the analysis of this information is an area to develop further. Most teachers use the information they have about pupils’ starting points and current progress to plan learning activities that meet the needs of all learners well. Leaders are working effectively to ensure that this practice is consistent across the curriculum. Teachers deploy teaching assistants effectively. They ask challenging questions and support pupils so that they work hard and come up with answers for themselves. Leaders use performance management procedures well to ensure that all staff are working towards the school’s priorities. Targets link to the quality of teaching and learning and the progress pupils make so that leaders can hold staff to account for their pupils’ achievements. Pupils’ progress is improving as a result of such procedures and the improvements in the quality of teaching. Leaders and governors make effective use of external support from the local authority. This is ensuring that leaders receive effective challenge and continue to develop their leadership skills and capacity. Next steps for the school Leaders and those responsible for governance should ensure that: swift action is taken to secure permanence in the leadership of the school leaders analyse and evaluate the data and information they collect about behaviour and attendance so that their approach to improvement is proactive rather than reactive.

Nidderdale High School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree 67% Agree 19% Disagree 7% Strongly Disagree 4% Don't Know 2% {"strongly_agree"=>67, "agree"=>19, "disagree"=>7, "strongly_disagree"=>4, "dont_know"=>2} Figures based on 89 responses up to 11-04-2019
unlock

Figures based on 89 responses up to 11-04-2019

unlock

Figures based on 89 responses up to 11-04-2019

unlock

Figures based on 89 responses up to 11-04-2019

unlock

Figures based on 89 responses up to 11-04-2019

unlock

Figures based on 89 responses up to 11-04-2019

unlock

Figures based on 89 responses up to 11-04-2019

unlock

Figures based on 89 responses up to 11-04-2019

unlock

Figures based on 89 responses up to 11-04-2019

unlock

Figures based on 89 responses up to 11-04-2019

unlock

Figures based on 89 responses up to 11-04-2019

unlock

Figures based on 89 responses up to 11-04-2019

Responses taken from Ofsted Parent View

Your rating:
Review guidelines
  • Do explain who you are and your relationship to the school e.g. ‘I am a parent…’
  • Do back up your opinion with examples or clear reasons but, remember, it’s your opinion not fact.
  • Don’t use bad or aggressive language.
  • Don't go in to detail about specific staff or pupils. Individual complaints should be directed to the school.
  • Do go to the relevant authority is you have concerns about a serious issue such as bullying, drug abuse or bad management.
Read the full review guidelines and where to find help if you have serious concerns about a school.
We respect your privacy and never share your email address with the reviewed school or any third parties. Please see our T&Cs and Privacy Policy for details of how we treat registered emails with TLC.


News, Photos and Open Days from Nidderdale High School

We are waiting for this school to upload information. Represent this school?
Register your details to add open days, photos and news.

Do you represent
Nidderdale High School?

Register to add photos, news and download your Certificate of Excellence 2021/22

*Official school administrator email addresses

(eg [email protected]). Details will be verified.

Questions? Email [email protected]

We're here to help your school to add information for parents.

Thank you for registering your details

A member of the School Guide team will verify your details within 2 working days and provide further detailed instructions for setting up your School Noticeboard.

For any questions please email [email protected]