Norristhorpe Junior and Infant School
Catchment Area, Reviews and Key Information

School Guide Rating

School Street
WF15 7AW
4 - 11
Community school
4 1 1 2 3 4
Ofsted Inspection
Full Report - All Reports
% 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. As the substantive deputy headteacher, you have ably stepped up to the role of acting headteacher, a role you will continue in until the headteacher returns to her post from maternity leave in April. Along with the headteacher, you have had a clear and successful focus on developing the skills of other leaders in the school. Leaders feel empowered and make successful improvements in their areas of responsibility. You, your acting deputy headteacher and acting assistant headteachers work well together and staff spoken with comment on the good, clear levels of communication that exist within school. You have high expectations, and this provides a strong sense of purpose which motivates staff and pupils to achieve well. All staff members who responded to the staff questionnaire said that they were proud to work at the school. You have maintained the many strengths identified at the time of the previous Ofsted inspection. Pupils enjoy coming to the school and attend regularly. They behave exceptionally well in class and around school and want to make progress. Pupils are polite and friendly towards one another and have very positive relationships with their teachers. Parents and carers who made their views known are very supportive of the school and value the work of you and your team. As one parent commented on Parent View, ‘I believe that my son is attending one of the best schools in the country.’ Another parent commented to me that, ‘This is a wonderful school, I can’t wait for my youngest child to start.’ By the end of key stage 2, overall pupils make good progress in reading, writing and mathematics. You have rightly identified that the progress made by middle- and high-attaining pupils in reading could be stronger, and more of these pupils could reach the higher standard. This is a priority in your school development plan. At the time of the last inspection the school was asked to improve achievement in the early years so that by the end of Reception, the gap between boys and girls, particularly in writing, is narrowed. You and your leaders have acted decisively to address this issue. During the inspection, I observed children, including boys, enthusiastically involved in writing for a range of purposes, both indoors and outdoors. In 2018, the achievement of boys and girls by the end of Reception, in all areas of learning, including writing, was similar. You were also asked in the previous inspection to ensure that pupils were given opportunities to write at length in subjects other than English. As I looked at pupils’ books, I could see high-quality writing in a range of subjects including science, history and geography. Classroom displays of pupils’ writing are attractive and celebrate pupils’ achievements well. As a result of your focus on this area, pupils’ attainment in writing has risen over the last three years by the end of key stage 1 and key stage 2. Governance is strong. Governors bring a range of very relevant skills, knowledge and expertise to their roles. They have a clear understanding of the school’s performance and receive useful and timely information to allow them to carry out their roles effectively. Governors provide good support to you and regularly hold leaders to account for the quality of teaching and the progress pupils make across school. Governors recognise that the success criteria used in the school development plan are not able to be measured well enough. As a result, they cannot yet evaluate some aspects of school improvement effectively enough. Safeguarding is effective. The leadership team has ensured that all safeguarding arrangements are fit for purpose. There is a strong culture of safeguarding in the school. Checks on the suitability of all those who work or volunteer in the school are carried out rigorously. Staff and governors have undertaken training in keeping pupils safe. Staff know that safeguarding is everyone’s responsibility. There are clear procedures in place for them to share any concerns they may have about a pupil. The caring relationships that have been established between staff and pupils mean that pupils feel safe. Pupils have confidence that adults in school will help them if they have a problem and they know that it will be dealt with quickly. Pupils told me that bullying very rarely happens in school. They are confident that an adult would deal with it for them, swiftly and successfully, if incidents did occur. You have put in place effective arrangements to ensure that pupils use the internet safely. Pupils know to click on ‘Hector the Protector’ if something worries them while using the internet and know not to disclose personal information to keep themselves safe.

Norristhorpe Junior and Infant 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
All attending pupils
National School Census Data 2020
Pupil heat map key

How many pupils attending the school live in the area?


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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