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

Primary
PUPILS
211
AGES
4 - 11
GENDER
Mixed
TYPE
Community 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 2021, 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?

4 1 1 2 3 4
NATIONAL AVG. 2.08
Ofsted Inspection
(6/6/17)
Full Report - All Reports
77%
NATIONAL AVG. 65%
% 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 10% of schools in England) Below Average (About 8% of schools in England) Average (About 67% of schools in England) Above Average (About 5% of schools in England) Well Above Average (About 10% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 7% of schools in England) Average (About 64% of schools in England) Above Average (About 9% of schools in England) Well Above Average (About 10% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 11% of schools in England) Average (About 58% of schools in England) Above Average (About 10% of schools in England) Well Above Average (About 10% of schools in England)

School Results Over Time

2017 2018 2019 UNLOCK

% pupils meeting the expected standard in Key Stage 2 tests (age 11)
2017 2018 2019 UNLOCK

% pupils meeting the higher standard in Key Stage 2 tests (age 11)

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

Stafford Square
Halifax
HX3 0AU
01422252004

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You lead with passion and commitment to improve outcomes for pupils. The ‘we care’ ethos is evident throughout the school. Pupils achieve well academically and are also developing as well-rounded individuals who have good attitudes to learning and make a positive contribution to school. The strong leadership provided by you and the deputy headteacher has been critical in your journey of success. However, you acknowledge that developing middle leaders will create even more capacity for further improvement. This will enable middle leaders to take greater responsibility for school improvement and be more accountable for improving pupils’ outcomes. Your rigorous self-evaluation cycle provides honest and critical evaluation of the school’s work. Therefore, the school’s development plan accurately identifies the right priorities for improvement and has been instrumental in bringing about change. The areas for improvement identified at the last inspection have been tackled well. You were tasked with improving mathematics achievement to match that in English. Mathematics is now a strength of the school with pupils achieving consistently in line with or above national figures at key stages 1 and 2. Attainment in 2016 at key stage 2 was above average at the expected standard and was wellabove average at the high standard. Pupils made progress that was significantly above the national average. Another area for improvement identified at the last inspection was for pupils to use and apply their writing across the curriculum. Leaders have developed the curriculum to give greater opportunities for pupils to write about memorable experiences and across a range of subjects. For example, pupils used their practical cookery experience to give real purpose and meaning to their instruction writing. Governors demonstrate an understanding of the school’s strengths, weaknesses and main priorities. They have a strong vision for the school and are keen that pupils develop the skills needed to help them to become good citizens, ready for the next stage of their education and life beyond. They get to know the children and staff through links with each class and through their subject-link roles. The newly reconstituted governing body is keen to make use of each individual’s skills when assigning roles and responsibilities so that governors are in a better position to provide effective support and challenge and more robustly hold school leaders to account for improving pupils’ outcomes. Safeguarding is effective. You have created a vigilant culture of safeguarding throughout the school. Leaders and governors ensure that robust systems are in place for recruitment and induction of new staff. All files and records relating to safeguarding are stored securely and are well organised and thorough. You make sure that staff receive regular training updates so that they are effective in recognising and responding to signs of concern. Pupils behave very well and say there is rarely any bullying. They feel safe and well cared for in school and parents strongly agree. They demonstrate and talk about their understanding of fundamental British values such as tolerance and respect. This helps them to work harmoniously together. They welcome the range of cultures, races and religions represented within the school and value this as an opportunity to learn from each other in order to form a greater understanding about the beliefs of others. The curriculum provides countless opportunities to support children in being safe. Consequently, pupils talk confidently about how to stay safe online and what they would do if someone was being unkind to them at school. Inspection findings You ensure that the quality of teaching, learning and assessment is continually improving. The planned schedule of monitoring activities alongside your regular visits to classrooms mean that leaders have a clear picture of each teacher’s strengths and weaknesses. You use this information to provide precise feedback to teachers, identify whole-school training requirements and to identify good practice to share. Regular pupils’ progress meetings between leaders and teachers identify where pupils need to catch up. Interventions and next steps are discussed and the impact is then evaluated at the next meeting. This practice means that teachers are more effectively responding to pupils’ individual learning needs, which is supporting pupils in making more rapid progress. However, there is some inconsistency in the progress between classes, which is evident in the school’s assessment information and in pupils’ books. You acknowledge that involving a wider range of leaders in the school’s monitoring activities would support the development of middle leaders in improving standards and developing greater consistency throughout school. Over time, attainment in writing has been above the national average and progress has been broadly in line. However, in 2016 at key stage 2, you were rightly disappointed with pupils’ achievement in writing. Pupils’ progress was significantly below the national average and attainment fell below national figures at the expected standard and at greater depth. You have taken swift action to address this issue and have focused on developing teachers’ subject knowledge and accurate assessment of pupils’ writing. As a result of moderation activities and work scrutiny, teachers have a much firmer understanding of the expectations in their year groups and how to challenge the most able pupils. Coupled with the tailored approach to pupils’ writing development based on identifying their gaps and next steps, pupils’ progress is now showing strong improvement. School assessment information and work in pupils’ books confirm that an increased proportion of current pupils are working at and above the expected standard. Pupils who have special educational needs and/or disabilities, although small in number, did not make as much progress as other pupils nationally with similar starting points in reading and mathematics at the end of key stage 2 in 2016. You have already begun to take action to enable leaders to identify and assess pupils who have special educational needs and/or disabilities at an even earlier stage. This is resulting in pupils being able to make progress more quickly. Your thorough tracking system is effectively identifying any pupil who is not on track to make enough progress. Leaders have sought additional advice and external support in these cases in order to provide appropriate support for each individual. However, in most instances, pupils who have special educational needs and/or disabilities are making good progress. Following an external review of the impact of funding to support pupils who are eligible for the pupil premium, you have made improvements to the support and provision for this group of pupils. Staff now have a greater awareness of this group of pupils and are effectively held to account for their progress through pupils’ progress meetings and performance management. You have identified barriers to pupils’ learning and researched effective strategies to implement in order to address these. For example, some vulnerable pupils are benefiting from attending breakfast club. This has improved their attendance and punctuality while also developing pupils’ resilience and problem-solving through carefully targeted activities. More rigorous tracking of attendance has resulted in attendance improving from below national figures to now being in line with that of all pupils overall. The school’s assessment information also shows that the difference between disadvantaged pupils’ attainment and that of other pupils nationally is starting to diminish more rapidly. Children in early years generally make good progress and the proportion reaching a good level of development has been consistently above national figures over time. However, in 2016 this figure was only 1% above the national average and you are keen to make sure that outcomes improve further this year. The early years leader has a good knowledge of each individual child and their next steps for development. Children are quickly developing early reading and writing skills.

Salterhebble Junior and Infant School Parent Reviews



Average Parent Rating

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“Brilliant School”

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"> I moved my daughter from a disruptive School in Siddal..Best thing I ever did because she came on so quickly. The teaching standards are higher than previously thought. She is lot happier and so are we as parents. The school has great teachers who are always keeping you informed with everything. I can't fault the School in any way..we also have other daughters that also attend Salterhebble Schools and love the school.
unlock % Parents Recommend This School
Strongly Agree 83% Agree 15% Disagree 0% Strongly Disagree 2% Don't Know 0% {"strongly_agree"=>83, "agree"=>15, "disagree"=>0, "strongly_disagree"=>2, "dont_know"=>0} Figures based on 52 responses up to 02-03-2019
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Figures based on 52 responses up to 02-03-2019

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Figures based on 52 responses up to 02-03-2019

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Figures based on 52 responses up to 02-03-2019

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Figures based on 52 responses up to 02-03-2019

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Figures based on 52 responses up to 02-03-2019

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Figures based on 52 responses up to 02-03-2019

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Figures based on 52 responses up to 02-03-2019

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Figures based on 52 responses up to 02-03-2019

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Figures based on 52 responses up to 02-03-2019

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Figures based on 52 responses up to 02-03-2019

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Figures based on 52 responses up to 02-03-2019

Responses taken from Ofsted Parent View

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