Palterton Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
98
AGES
4 - 11
GENDER
Mixed
TYPE
Community school
SCHOOL GUIDE RATING
unlock
UNLOCK

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, ONS
01629 537499

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
(02/11/2022)
Full Report - All Reports
57%
NATIONAL AVG. 60%
% pupils meeting the expected standard in reading, writing and mathematics



Unlock The Rest Of The Data Now
We've Helped 20 Million Parents
  • See All Official School Data
  • View Catchment Area Maps
  • Access 2024 League Tables
  • Read Real Parent Reviews
  • Unlock 2024 Star Ratings
  • Easily Choose Your #1 School
£19.95
Per month

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)
Back Lane
Palterton
Chesterfield
S44 6UN
01246823143

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You have ensured that the four core Palterton values of ‘Respect, Innovation, Challenge and Happiness’ are evident in all aspects of the school’s work and create a ‘RICH’ environment where pupils thrive. You ensure that all staff receive appropriate training. Consequently, pupils receive the support they need in order to make good progress in reading, writing and mathematics. You and your senior teacher have an accurate view of the school’s strengths and areas for development. For example, you quickly identified the reasons why pupils’ key stage 2 outcomes in 2016 were untypically below national levels in reading, writing and mathematics. As a result of your swift actions there are now large proportions of current pupils across all year groups who are making the progress that they should in reading, writing and mathematics. You have accurately identified that the proportions of pupils working at a greater depth across the school need to increase. You are taking actions to resolve this. Over recent years, standards in early years, the Year 1 phonics screening check and at the end of key stage 1 in reading, writing and mathematics have been broadly in line with, and in some cases above, national standards. At the last inspection, you were asked to ensure that pupils are fully involved in their learning, that teachers’ marking gives clear guidance on how pupils could improve their work and that pupils’ work in books is well organised and presented. You have successfully addressed these issues. During my tour of the school, it was evident that pupils are fully engaged in their learning. They talk knowledgeably and confidently about their work and how teachers’ marking helps them to improve. The standard of presentation of work, especially in the Year 6 writing books, was high. Inspectors also asked the school to develop the knowledge and skills of subject leaders and to ensure that governors rigorously checked the work of the school through visits that were focused on school improvement priorities. It has been difficult for you to develop the subject leaders due to staffing absences. However, the governors have fully embraced visiting the school and holding senior leaders to account. For example, recent governor training on examining pupil outcomes has led to a much better understanding of where the school is performing well and where it could improve even further. Teachers update pupil assessments every four weeks. You regularly check on the progress that pupils make in their learning through half-termly pupil progress meetings and ‘achievement teams’. These ensure that any pupil who is falling behind quickly receives the help that they need in order to catch up. You make frequent visits to classrooms to ensure that the quality of teaching and learning is at least good throughout the school. Teachers are given opportunities to work alongside colleagues from other schools to moderate pupils’ work. This ensures that the assessment judgements made in writing and mathematics are accurate and secure. Relationships between pupils and adults are extremely positive. Staff know pupils and their families well. There is a caring ethos in the school and pupils told me that they feel safe and well looked after. Incidents of poor behaviour and bullying are extremely rare and pupils are confident that staff will rectify any issues that may occur, quickly and fairly. Pupils enjoy being rewarded for good behaviour and work through being awarded ‘Paltons’. Pupils save these and are then able to buy items every half term at the school shop. Pupils are polite and look smart in their uniforms. They are respectful of each other and of adults. I spoke with a number of pupils throughout the day who unanimously said that they enjoy school and that they could not think of how it could be improved. Pupils are appreciative of the opportunity to undertake educational visits including the residential visit to White Hall Outdoor Education Centre enjoyed by pupils from Years 2 to 6. Examples of other educational visits include the Year 5/6 pupils who developed their knowledge and understanding of the Anglo-Saxons with a visit to Dudley Museum and the Reception and Year 1/2 pupils who deepened their science skills by visiting ‘Eureka!’ Pupils enjoy the opportunity to broaden their experience by welcoming many visitors to the school. These visitors include a cricketer, an artist, an African dancer and the local MP. Children in the early years receive a good start to their primary education. During my visit, the children were engaged in creating a ‘dragon stew’ by counting out the various ingredients. They listened well to the teacher’s instructions and took turns maturely. Children are encouraged to be independent when completing the stimulating activities that are set up for them, both inside and outside the classroom. Staff make timely assessments to ensure that the next steps in learning are planned for carefully. Recent moderation with another school ensures that these assessments are accurate. Safeguarding is effective. You have strong procedures in place for the recording and monitoring of any safeguarding concerns that staff may have regarding pupils’ safety and welfare. The records you keep are appropriate and clearly show that swift action is taken should the need for an outside agency be required. Consequently, pupils and their families receive support quickly should it be required. All relevant pre-employment checks made on new staff members are rigorous and recorded clearly on the single central record. Staff and governors have had appropriate safeguarding training and use this expertise to ensure that there is a strong culture of safeguarding within the school and that pupils are kept safe. Inspection findings Leaders have ensured that the key areas for improvement identified at the last inspection have been addressed. Leaders have quickly identified the reasons behind the untypical 2016 key stage 2 results. Current data and work seen in pupils’ books indicate that the vast majority of pupils are on track to achieve age-related expectations by the end of this academic year in reading, writing and mathematics. Pupils, including the most able disadvantaged, are challenged through the choosing of a ‘mild, spicy or hot’ level of difficulty. One Year 5 pupil told me that he often chooses the Year 6 challenges. Evidence in Year 6 writing books shows that pupils are editing and redrafting work themselves in order to improve its quality. As a result of this, a higher proportion of pupils are on track to achieve at a greater depth in reading and writing than was the case last year. Pupils are not given sufficient opportunities to develop their skills when reasoning and solving problems in mathematics. The school’s website does not meet statutory requirements for information that should be published on it. Consequently, parents are not fully informed regarding the work of the school. Teaching assistants are a strength. They support pupils’ learning well and help to ensure that pupils who require extra help in lessons receive it quickly. Pupils welcome the wide variety of sporting opportunities open to them. The school has very good on-site facilities for pupils to develop their skills in a wide variety of physical activities. Palterton pupils are currently the district champions in rugby, table tennis and quick cricket.

Palterton Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>63, "agree"=>37, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 19 responses up to 13-04-2017
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>79, "agree"=>21, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 19 responses up to 13-04-2017
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>58, "agree"=>32, "disagree"=>11, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 19 responses up to 13-04-2017
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>74, "agree"=>21, "disagree"=>0, "strongly_disagree"=>5, "dont_know"=>0} UNLOCK Figures based on 19 responses up to 13-04-2017
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>63, "agree"=>21, "disagree"=>11, "strongly_disagree"=>5, "dont_know"=>0} UNLOCK Figures based on 19 responses up to 13-04-2017
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>37, "agree"=>42, "disagree"=>21, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 19 responses up to 13-04-2017
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>58, "agree"=>32, "disagree"=>11, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 19 responses up to 13-04-2017
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>37, "agree"=>47, "disagree"=>11, "strongly_disagree"=>0, "dont_know"=>5} UNLOCK Figures based on 19 responses up to 13-04-2017
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>53, "agree"=>37, "disagree"=>0, "strongly_disagree"=>11, "dont_know"=>0} UNLOCK Figures based on 19 responses up to 13-04-2017
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>68, "agree"=>11, "disagree"=>16, "strongly_disagree"=>5, "dont_know"=>0} UNLOCK Figures based on 19 responses up to 13-04-2017
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>53, "agree"=>32, "disagree"=>11, "strongly_disagree"=>5, "dont_know"=>0} UNLOCK Figures based on 19 responses up to 13-04-2017
Yes No {"yes"=>89, "no"=>11} UNLOCK Figures based on 19 responses up to 13-04-2017

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 Palterton Primary 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
Palterton Primary School?

Register to add photos, news and download your Certificate of Excellence 2023/24

*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]