Shibden Head Primary Academy
Catchment Area, Reviews and Key Information

Primary
PUPILS
402
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
01274 385967

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
(13/06/2023)
Full Report - All Reports
65%
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)
Hainsworth Moor Grove
Queensbury
Bradford
BD13 2ND
01274882458

School Description

Pupils enjoy Shibden Head Primary Academy and would recommend it to other children. They respect each other, try hard in lessons and want everyone to get along together. Pupils are proud of their school. They are keen to take on a range of responsibilities. For example, older pupils help younger children at lunchtimes and check on energy usage. Leaders give all pupils opportunities to thrive. Whatever the weather, pupils relish physical activities outdoors at breaktimes. At lunchtimes, pupils enjoy a convivial atmosphere, talking as they eat. Parents of pupils who have recently joined the school value the support their children receive. The headteacher and staff focus closely upon pupils’ personal development, welfare and behaviour. This is evident in the positive culture in and around the school. Pupils enjoy their lessons. Older pupils say that their favourite subject is science; a subject in which the school has gained national awards. The youngest children enjoy school too. However, some pupils do not get off to a consistently good start in their reading, writing and mathematics. Staff deal sensibly with those rare occasions when pupils with additional behaviour needs become upset and disturb the general calm. Pupils follow the example set by the headteacher and staff to be kind and helpful friends. What does the school do well and what does it need to do better? Staff say that Shibden Head Primary Academy is a happy place to work and are positive about being part of the Focus Academy Trust. The leaders of the trust work closely with the headteacher to identify what needs to improve. Staff like working with other trust schools and sharing their expertise. This has led to improved curriculum planning in subjects such as geography, design and technology and music. However, while working within the wider priorities of the trust, leaders need to be more precise in identifying the root causes beneath some stubborn trends in pupils’ progress. Governors ask school leaders regularly about pupils’ progress and standards. Leaders have worked hard to develop an engaging curriculum for younger pupils. However, they have not established how well it enables them to build firm foundations for future success. For example, in Reception and key stage 1, staff do not ensure that pupils learn to write numerals accurately. This results in too many older pupils writing numerals incorrectly, which leads to mistakes in their calculations. Some older pupils struggle to make sense of equivalent fractions. This is linked to their weak knowledge of multiplication tables and division. Leaders have recently introduced a new mathematics scheme. Staff are confident this is helping them to identify and close gaps in pupils’ knowledge. It is supporting them to plan and sequence the curriculum logically. The headteacher has rightly identified reading as an area for improvement. Staff encourage a love of reading. They choose books to read aloud that pupils enjoy. This develops pupils’ vocabulary and supports the wider curriculum work well. Pupils who can read fluently benefit from the research tasks they are set in subjects like science. They interpret information from books and online well. However, the curriculum for early reading, including phonics, is not well constructed or taught. As a result, some pupils do not learn to read fluently enough to access the wider curriculum. The school uses a variety of methods to teach early reading. These mixed methods are not linked closely enough to a well-structured phonics programme. Some beginner readers are given reading books that are far too difficult. These books include sounds and words they have not been taught. This means they do not develop the confidence to read accurately or with fluency. Whiteboards and large felt-tip pens are used by children to write letters and words in phonics lessons. This does not aid their handwriting or their memory of what they have learned previously. Staff do not identify pupils who fall behind in their phonics knowledge quickly or accurately enough. This means that pupils are well behind others by the end of Year 1. It is difficult for them to catch up. Some subjects are very well planned and taught. Science lessons are popular with older pupils. During the inspection, pupils were studying the heart, blood and circulatory system. Their knowledge and interest in the subject matter was impressive. Teaching in science strikes a good balance between telling pupils information, helping them to research and testing their hypotheses. The school has recently introduced ‘floor books’ to record work in most subjects. Pupils enjoy looking at these books, which remind them about what they have already learned. They are a creative way to support pupils’ knowledge retention and interest across the wider curriculum. Pupils with special educational needs and/or disabilities are supported well by staff. The school is inclusive. The special educational needs coordinator (SENCo) supports staff well to plan for the increasing number of pupils with complex behaviour difficulties. In discussion with the headteacher, we agreed that the curriculum for reading, combined with the teaching of letter and number formation, may usefully serve as a focus for the next inspection.

Shibden Head Primary Academy Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>75, "agree"=>22, "disagree"=>0, "strongly_disagree"=>2, "dont_know"=>0} UNLOCK Figures based on 81 responses up to 18-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>80, "agree"=>19, "disagree"=>0, "strongly_disagree"=>1, "dont_know"=>0} UNLOCK Figures based on 81 responses up to 18-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>60, "agree"=>33, "disagree"=>2, "strongly_disagree"=>1, "dont_know"=>2} UNLOCK Figures based on 81 responses up to 18-07-2023
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>58, "strongly_agree"=>21, "agree"=>6, "disagree"=>4, "strongly_disagree"=>0, "dont_know"=>11} UNLOCK Figures based on 81 responses up to 18-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>77, "agree"=>22, "disagree"=>1, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 81 responses up to 18-07-2023
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>30, "strongly_agree"=>48, "agree"=>21, "disagree"=>1, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 81 responses up to 18-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>67, "agree"=>22, "disagree"=>11, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 10 responses up to 18-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>62, "agree"=>33, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>2} UNLOCK Figures based on 81 responses up to 18-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>64, "agree"=>35, "disagree"=>1, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 81 responses up to 18-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>56, "agree"=>36, "disagree"=>9, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 81 responses up to 18-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>62, "agree"=>36, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 81 responses up to 18-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>73, "agree"=>23, "disagree"=>1, "strongly_disagree"=>1, "dont_know"=>1} UNLOCK Figures based on 81 responses up to 18-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>53, "agree"=>35, "disagree"=>6, "strongly_disagree"=>0, "dont_know"=>6} UNLOCK Figures based on 81 responses up to 18-07-2023
Yes No {"yes"=>99, "no"=>1} UNLOCK Figures based on 81 responses up to 18-07-2023

Responses taken from Ofsted Parent View

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