Shiney Row Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
239
AGES
3 - 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
0191 520 5555

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
(14/2/17)
Full Report - All Reports
70%
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

Rear South View
Shiney Row
Houghton le Spring
DH4 4QP
01913852701

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. Working alongside a supportive governing body, your determined leadership has brought about improvements to teaching and learning. You have rigorously addressed any issues of underperformance, and have brought together a skilled and enthusiastic teaching team. You have accurately identified the school’s strengths and current priorities. You detail further actions to address these priorities in the comprehensive school development plan. You have effectively managed any instability that may have arisen from the recent move to a new school building, skilfully minimising any negative impact on pupils’ outcomes. You have brought an experienced and steady hand during the transition, maintaining and building upon the school’s existing strengths. You know the school community very well, and recognise the need to continually raise pupils’ aspirations and ambition. You have plans in place to ensure that pupils’ personal development and emotional resilience are further strengthened. You recognise that not all pupils tackle challenges and areas of uncertainty in their learning with confidence and persistence. Improvement in the quality of teaching, learning and assessment is now accelerating quickly the rates of progress of current pupils. You and other school leaders keep a close eye on the quality of teaching, and your feedback to teachers links directly into focused school improvement planning and teacher appraisal. You acknowledge that teachers do not always pitch work appropriately, and so some activities do not always fully challenge and stretch pupils. The school has many strategies to encourage and celebrate pupils’ regular and punctual attendance. However, you recognise that these strategies currently have minimal impact on improving the attendance of a significant group of pupils, including many disadvantaged pupils. Too many pupils are regularly and persistently absent. Pupils’ excellent attitudes to learning and good relationships with adults remain key strengths of your inclusive school. Pupils develop good citizenship skills, being keen to take on responsibilities through roles such as ‘class monitor’, the school council, greeting visitors or librarian. Pupils are proud to wear their ‘school ambassador’ badge, which recognises the excellent example they set for others. You have successfully tackled the areas for improvement identified at the last inspection. Because teaching is far more consistent, pupils’ progress and attainment have improved. Most pupils are making strong progress. Teachers use questioning well and the pace of learning secures pupils’ concentration in lessons. Pupils respond well to the additional tasks and challenges provided to consolidate their understanding. Teachers’ feedback deepens pupils’ understanding effectively. Most pupils in each year group are on track to reach standards expected for their age by the end of the academic year. Safeguarding is effective. The role of the designated safeguarding lead is undertaken effectively by the assistant headteacher. Policies, procedures and records are of high quality and are up to date. Summary records of incidents of concern are meticulously kept. There are very few records of alleged bullying, and pupils categorically stated that no bullying happens at Shiney Row. All staff are appropriately trained and have a secure understanding of their responsibilities for safeguarding. Pupils are very knowledgeable about bullying and e-safety. Pupils know how to stay safe and free from worries while in school. They understand how to avoid situations that may prove dangerous when not at school. The culture of keeping pupils safe and putting them at the heart of the friendly school community is very evident. The work of the school counsellor supports pupils who are upset or worried and promotes pupils’ personal, social and emotional development and resilience very well. The school motto of ‘we inspire, we challenge, we care’ sums up Shiney Row well. Inspection findings You have taken determined and rigorous actions to strengthen the progress of current pupils in the light of the dip evident in the school’s results in the end of Year 2 assessments in 2016. You have been ably supported by the governing body. Work seen in books during the inspection and analysis of the school’s tracking data clearly demonstrate strong progress over the autumn term for most pupils in reading, writing and mathematics. This includes pupils in Year 3 who are rapidly catching up to reach levels expected for their age. The leadership and management of the school are strong and there is a tangible drive to improve from all leaders, including governors. The newly strengthened leadership team is successfully taking ownership and responsibility for driving forward further improvements to ensure that all groups of pupils do well. The steps you have taken to tackle recent issues of underperformance in teaching have been rapid and effective, and are now having a very positive effect. Governors are skilled in their roles and know the school very well and the journey it has taken to reach this point. They are very well informed, take nothing at face value, and question and challenge very effectively. They are fully engaged in putting into place key actions to move the school forward even more rapidly. Children are getting off to a fast start in their learning in the early years. The systematic and rigorous teaching of phonics starts in Nursery and moves into Reception. All adults are skilled in delivering phonics teaching, activities are targeted well to meet the needs of every pupil and work is well matched to pupils’ abilities. Pupils in Years 1 and 2 read well to the inspector and were able to build and blend unknown words. Teachers’ ongoing assessments and monitoring of pupils’ successes or misunderstandings in their work allow planned activities to be amended or changed. Ensuring that pupils are always sufficiently challenged is an area you are continuing to address. Pupils are provided with many opportunities to use their developing English skills in extended writing activities, often linked to the topic or class novel they are studying. Pupils in Year 5 wrote thoughtfully using inference and deduction from a text to justify their opinion about playing in an orchestra. Pupils in Year 6 were challenged to answer at length and give reasons for their choice of adventurous vocabulary and description in retelling a scene from ‘The Hobbit’. Work in pupils’ books is of a much-improved standard, extremely well presented, with neatly formed, legible joined handwriting. Occasionally, the desire for impeccable handwriting slows pupils down and restricts the amount of writing they complete in lessons. Pupils’ enjoyment of mathematics is obvious. Some pupils informed the inspector that this is their favourite subject. Pupils are becoming more proficient in their problem-solving skills. There are clear plans in place to develop pupils’ mathematical reasoning to consolidate their skills of calculation and fluency in number. Next steps for the school Leaders and those responsible for governance should ensure that they continue to improve outcomes for pupils by: ensuring that teachers’ expectations of pupils’ progress and attainment remain consistently high, and that work set challenges and stretches pupils’ thinking and understanding continuing to build and raise pupils’ aspirations and confidence in order to instil a positive approach to challenges in learning. Leaders should ensure that the rates of attendance for pupils improve quickly, and reduce the proportion of pupils who are persistently absent, particularly disadvantaged pupils. I am copying this letter to the chair of the governing body, the regional schools commissioner and the director of children’s services for Sunderland. This letter will be published on the Ofsted website. Yours sincerely Philip Scott Ofsted Inspector Information about the inspection During the inspection, I met with you and the deputy headteacher. You and I visited lessons in each key stage. I met with the chair, and other members, of the governing body. I spoke to pupils about their work and their views of the school, both in lessons and in meetings. I listened to some pupils read. I considered the views of parents from the Ofsted online survey, Parent View. You, the deputy headteacher and I scrutinised pupils’ work in books. A range of documents were considered relating to safeguarding, performance management, governors’ meetings and external evaluations of the school. I also considered the school’s development plan and self-evaluation, the curriculum and the tracking of current pupils’ progress. I also scrutinised pupils’ recent achievement in statutory assessments.

Shiney Row Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree 36% Agree 46% Disagree 4% Strongly Disagree 14% Don't Know 0% {"strongly_agree"=>36, "agree"=>46, "disagree"=>4, "strongly_disagree"=>14, "dont_know"=>0} Figures based on 28 responses up to 13-07-2019
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Figures based on 28 responses up to 13-07-2019

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Figures based on 28 responses up to 13-07-2019

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Figures based on 28 responses up to 13-07-2019

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Figures based on 28 responses up to 13-07-2019

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Figures based on 28 responses up to 13-07-2019

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Figures based on 28 responses up to 13-07-2019

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Figures based on 28 responses up to 13-07-2019

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Figures based on 28 responses up to 13-07-2019

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Figures based on 28 responses up to 13-07-2019

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Figures based on 28 responses up to 13-07-2019

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Figures based on 28 responses up to 13-07-2019

Responses taken from Ofsted Parent View

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