South Hylton Primary Academy
Catchment Area, Reviews and Key Information

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How Does The School Perform?

4 1 1 2 3 4
Ofsted Inspection
Full Report - All Reports
% 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)
Union Street
South Hylton

School Description

Since the last inspection, you have provided dedicated and insightful leadership. This has ensured that pupils receive good teaching in a calm and purposeful learning environment, which enables them to grow personally and improve academically. Along with your deputy headteacher and governors, you have accurately identified the school’s strengths and priorities for improvement. The school’s detailed self-evaluation and improvement plan clearly identify the priorities for improving the school further. The leadership team has maintained the good quality of education in the school since the last inspection. You and your staff have created a nurturing, friendly and harmonious school where pupils develop good learning behaviours and their confidence flourishes. Pupils work hard in lessons and teachers provide them with praise and feedback, which encourage pupils to improve and develop their work. The ethos of your school truly reflects your mission statement of ‘Respect, Support, Enjoy, Achieve’. The overwhelmingly positive comments and responses to the online parent survey, Parent View, demonstrate that parents highly value the work of everyone in your school. Leaders and staff have successfully tackled the areas identified for improvement at the previous inspection. The actions taken to ensure that all teaching matches the best in order to further boost achievement and raise pupils’ attainment in English, especially for boys, have had a positive impact. You and your staff have introduced a range of appropriate strategies to improve pupils’ attainment, including boys’ attainment in English. This has included identifying topics which link well to pupils’ interests and providing opportunities which broaden pupils’ experience and their motivation to read and write with greater depth. At the same time, you have adapted your teaching to have a greater focus on getting the basic skills in grammar, punctuation and spelling and phonics work well established. The focused efforts by you and your staff have had a positive impact upon pupils’ attainment in English. By the end of Year 6, overall pupils’ attainment in reading, including boys’ attainment, at least matches the national average and pupils’ attainment in writing is above the national average. However, you recognise that while the progress of disadvantaged pupils is broadly in line with others nationally, these pupils need to improve their progress and increase their attainment, particularly in reading. Leaders have clear plans to accelerate disadvantaged pupils’ progress further. When we visited phonics lessons together, pupils were highly engaged with the activities, which staff had carefully matched to pupils’ needs. Pupils’ books demonstrated that, over time, they had made at least good progress in developing their phonics skills. Over the last three years, the proportion of pupils achieving the expected standard in the phonics screening check has been above that found nationally. In 2016, all pupils had successfully achieved the expected standard by the end of Year 2. Safeguarding is effective. Leaders and governors have ensured that current safeguarding arrangements are fit for purpose and records are of a high quality. Leaders complete careful safeguarding checks for all staff, governors and volunteers. The safeguarding policy meets the current national requirements and staff understand the procedures and their own responsibilities. Staff and governors receive regular and appropriate training so that they know how to keep pupils safe, including training about how to protect pupils from radicalisation and extremism. Safeguarding leaders manage referrals to other agencies effectively and leaders have a determined approach to following up any safeguarding cases. Leaders promptly respond to any required improvements to safeguarding guidance and practice, and seek appropriate advice from the local authority where required. This ensures that leaders maintain safeguarding procedures to a high standard. Your curriculum helps pupils know how to keep themselves safe, including when they are online. They know the different forms that bullying can take and know that staff will help them if they ever have concerns. Pupils value the work of peer mediators who they recognise will help them to resolve any ‘falling out’ with other pupils. The school’s records show that staff quickly address the limited incidents of bullying. Parents agree that their children feel safe in your school and that staff ensure that children are well behaved.

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 2020, 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 areas from which pupils are admitted to a school can change from year to year to reflect the number of siblings and pupils admitted under high priority admissions criteria.

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.

South Hylton Primary Academy Reviews

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