Richard Taylor Church of England Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
277
AGES
4 - 11
GENDER
Mixed
TYPE
Academy converter
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
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?

Good
NATIONAL AVG. 2.09
Ofsted Inspection
(29/06/2022)
Full Report - All Reports
39%
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)
Bilton Lane
Harrogate
HG1 3DT
01423563078

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. Your inspirational and inclusive leadership has kindled a strong sense of teamwork and aspiration among other leaders, governors and staff. They feel privileged to work at Richard Taylor. Everyone is working hard to support you in your continued drive to ensure that all pupils thrive during their time in school and achieve the best possible outcomes by the time they leave. You found, following the 2016 national assessments, there was still work to do to ensure that more pupils, including disadvantaged pupils, achieved a greater depth of learning, particularly in mathematics in key stage 1. Actions that you and your team are taking are tackling these issues effectively. Astute and accurate evaluation of the school’s work means that you, your deputy and governors are very clear about the school’s strengths and weaknesses. Specific areas that I had chosen to focus upon during my visit were already identified in your written evaluations and in your school improvement plans. This demonstrates your insightful understanding of the school’s performance and aided me in my investigations during the inspection. The clear improvement priorities you have set this year are checked carefully by governors for their impact on the school’s improvement. Such an emphasis on improvement has ensured that weaker areas identified at the last inspection have been tackled effectively. For example, the resolute drive to continue to improve the quality of teaching is making its mark. Robust arrangements to manage the performance of staff along with high-quality training and a strong commitment from staff have ensured that any weaknesses in teaching are quickly tackled. You and your deputy’s monitoring of learning is meticulous and includes regular opportunities for pupils to provide their views on the quality of their experiences. Reviews of learning celebrate teachers’ strengths and provide them with specific ‘next steps’ to help them hone their skills further. You and your deputy have developed many aspects of subject leadership successfully since the last inspection. High-quality training and support, strong networks and the sharing of good practice with other specialists in the multiacademy trust have built subject leaders’ skills and competencies well. Their subject action plans are crisp and clear and are rigorously monitored for their impact. Greater opportunities for subject leaders to check the quality of teaching in their areas of responsibility, alongside the other monitoring activities they carry out, will improve their effectiveness even further. The rich and varied curriculum is enhanced through many interesting activities within and beyond the school day. It excites and enthuses pupils. Together with worship, religious education and the personal, social and health curriculum, it contributes to pupils’ admirable spiritual, moral, social and cultural development. Assessment of the wider curriculum is not as strong as that for English and mathematics. For example, your deputy has identified rightly the need to improve aspects of assessment and provision in science. The school lives out its Christian and British values with integrity and fervour. There is a tangible sense of community, care, respect of, and value for, others as soon as you enter the school and as pupils and staff carry out their daily work. The nine values chosen by pupils (friendship, trust, respect, determination, sportsmanship, forgiveness, peace, responsibility and service) lie at the heart of the very successful development of pupils’ personal qualities. These values also contribute well to pupils’ roles as active citizens in the school and the wider community. Charity work, particularly pupils’ Fairtrade work, is notable. It also promotes pupils’ understanding of moral, ethical, cultural and religious issues in the world community. Parents, staff and pupils are very positive about the care, support and education that is provided. Safeguarding is effective. You, staff and governors are vigilant in ensuring that pupils are safe in school and are well-prepared to manage risks that they may face in their lives. Pupils who spoke with me are adamant that they feel safe, are taught well about how to stay safe and that they can turn to any adult if they have a worry or a concern. Safeguarding and child protection training for all staff is regular and comprehensive. Staff speak assuredly about the actions they would take should they identify any safeguarding concerns. Records you keep are detailed and of high quality. Referrals to other agencies where required are prompt and followed up rigorously. As designated lead you have a very thorough understanding of pupils at risk and whose circumstances make them vulnerable. You work closely with staff in school, with early help teams in the local authority to secure timely support for families in times of crisis or great need. Procedures to recruit new staff are rigorous. Governors trained well in staff recruitment add rigour to the appointment procedures.

Richard Taylor Church of England Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>83, "agree"=>15, "disagree"=>1, "strongly_disagree"=>1, "dont_know"=>0} UNLOCK Figures based on 98 responses up to 29-06-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>87, "agree"=>11, "disagree"=>1, "strongly_disagree"=>1, "dont_know"=>0} UNLOCK Figures based on 98 responses up to 29-06-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>56, "agree"=>37, "disagree"=>5, "strongly_disagree"=>2, "dont_know"=>0} UNLOCK Figures based on 98 responses up to 29-06-2022
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>76, "strongly_agree"=>6, "agree"=>6, "disagree"=>5, "strongly_disagree"=>3, "dont_know"=>4} UNLOCK Figures based on 98 responses up to 29-06-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>43, "agree"=>42, "disagree"=>13, "strongly_disagree"=>2, "dont_know"=>0} UNLOCK Figures based on 98 responses up to 29-06-2022
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>26, "strongly_agree"=>45, "agree"=>22, "disagree"=>2, "strongly_disagree"=>3, "dont_know"=>2} UNLOCK Figures based on 98 responses up to 29-06-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>56, "agree"=>33, "disagree"=>11, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 10 responses up to 29-06-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>39, "agree"=>47, "disagree"=>4, "strongly_disagree"=>2, "dont_know"=>8} UNLOCK Figures based on 98 responses up to 29-06-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>70, "agree"=>24, "disagree"=>3, "strongly_disagree"=>0, "dont_know"=>2} UNLOCK Figures based on 98 responses up to 29-06-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>48, "agree"=>41, "disagree"=>9, "strongly_disagree"=>2, "dont_know"=>0} UNLOCK Figures based on 98 responses up to 29-06-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>62, "agree"=>29, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>7} UNLOCK Figures based on 98 responses up to 29-06-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>49, "agree"=>33, "disagree"=>13, "strongly_disagree"=>1, "dont_know"=>4} UNLOCK Figures based on 98 responses up to 29-06-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>57, "agree"=>31, "disagree"=>6, "strongly_disagree"=>2, "dont_know"=>4} UNLOCK Figures based on 98 responses up to 29-06-2022
Yes No {"yes"=>94, "no"=>6} UNLOCK Figures based on 98 responses up to 29-06-2022

Responses taken from Ofsted Parent View

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