Norland CE School
Catchment Area, Reviews and Key Information

Primary
PUPILS
75
AGES
4 - 11
GENDER
Mixed
TYPE
Voluntary controlled 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
01422 392617

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
(02/03/2022)
Full Report - All Reports
64%
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)
Berry Moor Road
Norland
Sowerby Bridge
HX6 3RN
01422831602

School Description

This is a school where everyone is valued. Staff have high expectations for all pupils. Leaders know pupils well and ensure that vulnerable pupils get the support they need. There is a place for everyone at Norland CE School. One pupil summarised the views of many when they said, ‘it isn’t about who you are on the outside; it is the inside that matters’. Pupils are clear that prejudice of any sort is not tolerated at their school. Adults help pupils to resolve problems. Bullying is dealt with quickly and sensitively. Older pupils are proud to be ‘buddies’ to the younger children in school. Pupils are kind and considerate to each other. They feel safe and they are safe. Pupils enjoy attending clubs such as sports, cooking and film club. They also value opportunities for trips such as the Year 6 residential. Pupils vote to elect house captains and members of the school council. Pupils say staff listen and take account of their views. What does the school do well and what does it need to do better? Leaders have planned an ambitious curriculum. In subjects such as science, history and English, leaders have thought carefully about how to break learning down into small, well ordered steps. This helps pupils to build their knowledge and understanding over time. Pupils can recall what they have been taught. They confidently use their knowledge to make sense of new topics and ideas. Children in the early years benefit from a broad curriculum. They build up core skills in reading, writing and mathematics because leaders have considered carefully what they need to know. Children in early years also learn subjects such as history, science and design technology. However, in these subjects, leaders have not considered carefully the precise knowledge children must remember and the order in which it should be taught. This means that sometimes children in the early years miss out on important learning. Teachers have strong subject knowledge. They regularly check pupils’ understanding and quickly clarify any misunderstandings. This supports pupils to make sense of what they are learning and remember important facts. Pupils with special educational needs and/or disabilities (SEND) are well supported. Teachers ensure that they can access the full curriculum. However, at times, targets on some plans to support pupils with SEND are not precise enough about addressing the support that these pupils need. This means that pupils with SEND do not always receive the precise help they need to become independent. Pupils value the many learning experiences the school provides beyond the classroom. For example, when learning about the Mayans in history, an archaeologist visited school. Pupils were able to look at artefacts and ask questions. They say this helps them to make sense of what they are learning and brings learning to life. Inspection report: Norland CE School 2 and 3 March 2022 2 Leaders place high importance on the teaching of reading. Reading is taught well. Phonics lessons effectively build on what pupils already know. Pupils have regular opportunities to practise reading and writing the sounds they are taught. If they fall behind, pupils catch up quickly because staff are well trained to support them. Leaders have thought carefully about how they develop pupils’ understanding of life in modern Britain. Pupils enjoy discussing topics through planned ‘think and talk’ activities across the curriculum. For instance, Year 6 pupils debate gender stereotyping before writing palindrome poems. As a result of these opportunities, pupils develop an understanding of bias and prejudice. They are mature and respectful when sharing their views with others. Pupils behave well. Teachers ensure that any low-level disruption is not allowed to stop learning. Most pupils listen well to teachers and work hard. Pupils understand how to be active and responsible citizens. One of the many opportunities available to pupils is to sell produce at the scarecrow festival in order to raise funds for local charities. Leaders are ambitious for all pupils. They reflect on what the school does well and what it needs to do to improve. Governors visit the school regularly. They work closely with the local authority and diocese to provide challenge and support to school leaders. Staff are proud to work at this school. They appreciate the opportunity to work with staff from across the federation of schools. Some parents expressed concerns about the number of staff who have left in recent years. Leaders have taken effective steps to minimise the impact of this on pupils.

Norland CE School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>67, "agree"=>14, "disagree"=>14, "strongly_disagree"=>6, "dont_know"=>0} UNLOCK Figures based on 36 responses up to 03-03-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>67, "agree"=>25, "disagree"=>3, "strongly_disagree"=>6, "dont_know"=>0} UNLOCK Figures based on 36 responses up to 03-03-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>39, "agree"=>53, "disagree"=>6, "strongly_disagree"=>0, "dont_know"=>3} UNLOCK Figures based on 36 responses up to 03-03-2022
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>61, "strongly_agree"=>8, "agree"=>11, "disagree"=>8, "strongly_disagree"=>8, "dont_know"=>3} UNLOCK Figures based on 36 responses up to 03-03-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>42, "agree"=>42, "disagree"=>14, "strongly_disagree"=>0, "dont_know"=>3} UNLOCK Figures based on 36 responses up to 03-03-2022
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>3, "strongly_agree"=>56, "agree"=>22, "disagree"=>8, "strongly_disagree"=>8, "dont_know"=>3} UNLOCK Figures based on 36 responses up to 03-03-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>33, "agree"=>17, "disagree"=>17, "strongly_disagree"=>33, "dont_know"=>0} UNLOCK Figures based on 10 responses up to 03-03-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>36, "agree"=>44, "disagree"=>14, "strongly_disagree"=>6, "dont_know"=>0} UNLOCK Figures based on 36 responses up to 03-03-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>50, "agree"=>31, "disagree"=>8, "strongly_disagree"=>8, "dont_know"=>3} UNLOCK Figures based on 36 responses up to 03-03-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>39, "agree"=>44, "disagree"=>8, "strongly_disagree"=>6, "dont_know"=>3} UNLOCK Figures based on 36 responses up to 03-03-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>47, "agree"=>44, "disagree"=>3, "strongly_disagree"=>6, "dont_know"=>0} UNLOCK Figures based on 36 responses up to 03-03-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>58, "agree"=>39, "disagree"=>3, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 36 responses up to 03-03-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>47, "agree"=>25, "disagree"=>17, "strongly_disagree"=>6, "dont_know"=>6} UNLOCK Figures based on 36 responses up to 03-03-2022
Yes No {"yes"=>64, "no"=>36} UNLOCK Figures based on 36 responses up to 03-03-2022

Responses taken from Ofsted Parent View

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