St Cuthbert's Church of England Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
50
AGES
3 - 11
GENDER
Mixed
TYPE
Voluntary controlled 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, ONS
01609 533679

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
(12/10/2022)
Full Report - All Reports
43%
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)
King Street
Pateley Bridge
Harrogate
HG3 5LE
01423711407

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. Following your appointment as executive headteacher in September 2016, you quickly established yourself as a strong figurehead, bringing clear purpose and direction to the school. Your energy and enthusiasm are infectious and have invigorated the wider staff team and governors, all of whom are excited about the future and keen to be part of this improving school. You quickly established a regular and focused programme of checks on teaching and on pupils’ achievement. This gives you a very clear understanding of the school’s strengths and weaknesses. Your high expectations for the quality of teaching and learning mean that you tackle underperformance effectively. This ensures that all staff buy into your vision and rise to the challenges expected of them. You set precise targets for pupils’ achievement in every year and they are based upon sound evaluation of pupils’ prior attainment. While these targets are ambitious, they represent your high aspirations and are wholly achievable. They form the basis of your detailed improvement plans and are used effectively to hold teachers to account for their pupils’ achievement. Leaders, including governors, use the plans well to evaluate regularly the impact of their work. This has ensured that the quality of teaching in the school remains good. Subject leadership has strengthened under your guidance. All leaders have a very clear understanding of the priorities for improvement in their area of responsibility and more widely. They lead by example and have excellent subject knowledge that they readily share with colleagues. You encourage them to be outward facing and to seek out new partnerships with other schools to strengthen practice at St Cuthbert’s. Research is a strong feature of your practice and means that any new ideas to secure further improvements are based on proven good practice. As a result, subject leaders share your high aspirations and expectations for continuous improvement, which places the school in a strong position moving forward. Trusting relationships embody the strong Christian ethos of the school, which provides the moral code for both staff and pupils. Pupils are encouraged to use their generosity of spirit in their daily lives. The oldest pupils show great maturity in being strong role models for some of the youngest pupils. For example, when I was talking to a group of pupils, some of the younger ones were very eager and excited to share their views. One of the older boys gently placed a hand on the arm of one of the younger pupils, who was excitedly talking over another. This action alone quietened the younger pupil and allowed their peer to finish speaking. Pupils say that they enjoy the wide range of activities provided for them through the wellorganised and engaging curriculum and the raft of after-school activities. The pupils’ health and safety committee provides a good example of the opportunities given to pupils to allow them to contribute to school life and to be responsible. Since your appointment, you have tackled meticulously the areas for improvement identified at the last inspection. You provide strong guidance on the approaches to teaching you want to see. For example, you wanted pupils to have increasing opportunities to work collaboratively and to be able to talk about their learning. You also wanted both teachers and teaching assistants to encourage pupils to use more ambitious vocabulary. Both of these elements that you desired are now an established part of learning in all classes. In addition, you introduced regular progress meetings with staff, to check on pupils’ achievement. At these meetings, you examine the progress of all pupils and determine whether anyone needs additional support to get them back on track with their learning. This is strengthening pupils’ outcomes across the school and your internal assessment information supports this. There remain a couple of pockets of historic underachievement in writing, of which you are already aware and for which you have interventions in place. In 2017, the provisional outcomes for key stage 2 indicate that you have made strong gains in the proportion of pupils reaching the higher standard in reading, writing and mathematics, which is a marked improvement on 2016. The proportions of pupils reaching the expected standard remain broadly in line with the national averages, and you acknowledge that increasing the proportion of pupils reaching the expected standard, particularly in reading and writing, is an area for further improvement. That said, pupils’ outcomes remain good overall and there is a strong picture of achievement coming through in all year groups. Children enter Nursery demonstrating skills that are typical for their age and stage of development. As a result of effective transition arrangements and strong relationships, children quickly settle into Nursery. Historically, children make good gains in their learning from their starting points and greater proportions of children reach a good level of development by the end of Reception Year compared with national averages. However, in 2016 and 2017, this dipped slightly. While the complex needs of small numbers of children in each year group contributed to this, it is in part because fewer children achieved the standard expected in writing. This impacted upon the overall proportion of children reaching a good level of development at the end of Reception. While current early years provision is good, there are still too few opportunities for mark making, particularly in free-choice activities. Safeguarding is effective. Leaders, including governors, have ensured that all safeguarding arrangements are fit for purpose. Records are detailed and recruitment procedures follow local authority recommended principles, which ensures that all staff employed to work with children are fit to do so. Staff are trained regularly in all aspects of safeguarding and know how important it is to refer any concerns to you as the dedicated safeguarding officer. All staff are vigilant in ensuring that pupils are safe in school and you take prompt action in referring any safeguarding concerns to appropriate agencies. You have developed strong partnerships with these agencies to secure any necessary support. Pupils speak confidently about how safe they feel in school. They have a good understanding of the risks to their safety, including online safety. Pupils take a measured approach to bullying. One pupil explained: ‘There is sometimes some bullying, but teachers do all they can to sort it out and to make it easy to tell!’ Pupils who responded to the online survey expressed their confidence in teachers’ readiness to support them and listen to them. Such strong and trusting relationships form the bedrock of the school’s success in developing pupils’ strong personal and social skills effectively. Governors undertake their responsibilities diligently by ensuring that all policies and procedures are compliant with statutory requirements. Governors demonstrate sensitivity to individual families and are careful of the information placed on their website that reflects any barriers to learning experienced by those pupils eligible for additional pupil premium funding. Governors meet regularly to ensure full health and safety assurance and use their visits to school to validate the effectiveness of such policies. They ensure that there is a strong culture of safeguarding in the school.

St Cuthbert's Church of England Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>60, "agree"=>30, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>10} UNLOCK Figures based on 10 responses up to 11-12-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>90, "agree"=>10, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 10 responses up to 11-12-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>80, "agree"=>20, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 10 responses up to 11-12-2023
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>90, "strongly_agree"=>10, "agree"=>0, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 10 responses up to 11-12-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>70, "agree"=>30, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 10 responses up to 11-12-2023
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>40, "strongly_agree"=>60, "agree"=>0, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 10 responses up to 11-12-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>50, "agree"=>50, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 10 responses up to 11-12-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>60, "agree"=>40, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 10 responses up to 11-12-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>80, "agree"=>20, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 10 responses up to 11-12-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>60, "agree"=>40, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 10 responses up to 11-12-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>70, "agree"=>30, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 10 responses up to 11-12-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>70, "agree"=>30, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 10 responses up to 11-12-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>80, "agree"=>20, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 10 responses up to 11-12-2023
Yes No {"yes"=>100, "no"=>0} UNLOCK Figures based on 10 responses up to 11-12-2023

Responses taken from Ofsted Parent View

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