Shafton Primary Academy
Catchment Area, Reviews and Key Information

Primary
PUPILS
257
AGES
4 - 11
GENDER
Mixed
TYPE
Academy sponsor led
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
01226 773677

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
(16/10/2019)
Full Report - All Reports
70%
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)
High Street
Shafton
Barnsley
S72 8QA
01226710386

School Description

Pupils say they enjoy school and particularly like their teachers. Pupils are happy and say they have many friends. Pupils enjoy, art, mathematics, physical education and reading. They study a broad and balanced curriculum. Pupils beamed with pride when reciting poems they had learned by heart. They show enthusiasm for learning. Staff expect pupils to do their best and have high expectations. Pupils enjoy the range of educational visits and visitors. All classes have at least one visit annually. Classrooms are bright and attractive. The vast majority of pupils behave well and are polite. When pupils do not behave well, staff have effective systems in place to help. Pupils can attend the ‘Sunshine Room’, which provides activities to support a range of individual needs. Pupils say bullying does sometimes happen, although it is rare. When it happens, adults work hard to sort things out. Pupils say they feel safe in school. They show a real understanding of what bullying is. Most parents and carers are happy with the progress their children make. They particularly like the whole-school assemblies. One grandparent said: ‘It is amazing what the children can do. I wish education had been like this when I went to school.’ What does the school do well and what does it need to do better? Leaders are highly ambitious for all pupils. The school places reading at the centre of everything they do. Attractive reading and library areas encourage pupils to pick up a book and read. Teachers plan daily reading time into the curriculum. Pupils speak about the range of authors they have read and show a love of reading. The teaching of early reading skills is effective. Most children can read by the end of Year 1. Teachers spend time making sure that children can pronounce sounds correctly. All teachers receive training in the school’s phonics programme. This helps them to provide extra support where needed. Sometimes, pupils use picture clues rather than sounding out the words. Most pupils leave key stage 1 as fluent readers. Detailed mathematics planning sets out what pupils need to learn and in what order. Regular revision helps pupils remember knowledge from previous lessons. Alongside this, daily arithmetic sessions help pupils keep their number skills sharp. Pupils enjoy the timed challenges which they all take part in. Challenge tasks support the most able mathematicians. There is some inconsistency in how these are being applied. Too few pupils have reached the highest standard by the end of key stage 2. Leaders have reviewed and improved the curriculum. They have ensured that teachers have strong subject knowledge through providing appropriate training. Regular staff meetings provide opportunities for staff to share work samples. They are beginning to check progression across the curriculum. Medium-term history plans are still in their early stages. They do not always show how each topic builds on the skills and knowledge from previous years. Where teaching is strongest, pupils remember significant amounts of knowledge from previous years. For example, pupils in Year 3 could explain why the Great Fire of London spread so quickly. In another class, pupils struggled to remember key information. Pupils with special educational needs and/or disabilities (SEND) are well supported. They receive detailed plans which set out the support they need. Staff communicate regularly with families. This ensures that staff keep parents well informed about how their children are doing. Leaders consider the impact new initiatives will have on staff workload. Staff feel valued and say that their workload has improved. Newly qualified teachers feel confident in their new roles. They are well supported by other staff members. Effective training has helped all staff to improve their subject knowledge. Children in the early years are happy and settled. They have already learned routines for tidying up and listening. They behave well. This is because staff form positive relationships with both children and parents. Teachers understand the needs of young children. They make sure that they provide a wide range of learning activities. Children have daily phonics sessions. At the moment, home reading books do not help children to practise their phonics skills at home. However, children do take home the sounds and key words they are learning. The majority of children leave the early years with the skills and abilities they need for Year 1.

Shafton Primary Academy Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>51, "agree"=>30, "disagree"=>9, "strongly_disagree"=>9, "dont_know"=>0} UNLOCK Figures based on 43 responses up to 19-06-2020
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>53, "agree"=>28, "disagree"=>9, "strongly_disagree"=>9, "dont_know"=>0} UNLOCK Figures based on 43 responses up to 19-06-2020
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>35, "agree"=>33, "disagree"=>16, "strongly_disagree"=>14, "dont_know"=>2} UNLOCK Figures based on 43 responses up to 19-06-2020
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>56, "strongly_agree"=>9, "agree"=>5, "disagree"=>12, "strongly_disagree"=>14, "dont_know"=>5} UNLOCK Figures based on 43 responses up to 19-06-2020
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>49, "agree"=>37, "disagree"=>12, "strongly_disagree"=>2, "dont_know"=>0} UNLOCK Figures based on 43 responses up to 19-06-2020
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>19, "strongly_agree"=>42, "agree"=>7, "disagree"=>21, "strongly_disagree"=>12, "dont_know"=>0} UNLOCK Figures based on 43 responses up to 19-06-2020
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>17, "agree"=>17, "disagree"=>50, "strongly_disagree"=>17, "dont_know"=>0} UNLOCK Figures based on 10 responses up to 19-06-2020
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>42, "agree"=>42, "disagree"=>14, "strongly_disagree"=>2, "dont_know"=>0} UNLOCK Figures based on 43 responses up to 19-06-2020
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>44, "agree"=>40, "disagree"=>9, "strongly_disagree"=>2, "dont_know"=>5} UNLOCK Figures based on 43 responses up to 19-06-2020
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>40, "agree"=>37, "disagree"=>19, "strongly_disagree"=>5, "dont_know"=>0} UNLOCK Figures based on 43 responses up to 19-06-2020
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>44, "agree"=>49, "disagree"=>5, "strongly_disagree"=>0, "dont_know"=>2} UNLOCK Figures based on 43 responses up to 19-06-2020
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>53, "agree"=>26, "disagree"=>9, "strongly_disagree"=>5, "dont_know"=>7} UNLOCK Figures based on 43 responses up to 19-06-2020
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>40, "agree"=>26, "disagree"=>28, "strongly_disagree"=>0, "dont_know"=>7} UNLOCK Figures based on 43 responses up to 19-06-2020
Yes No {"yes"=>74, "no"=>26} UNLOCK Figures based on 43 responses up to 19-06-2020

Responses taken from Ofsted Parent View

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