Taddington and Priestcliffe School
Catchment Area, Reviews and Key Information

Primary
PUPILS
59
AGES
4 - 11
GENDER
Mixed
TYPE
Voluntary aided 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
01629 537499

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
(08/03/2018)
Full Report - All Reports
83%
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)
Taddington
Buxton
SK17 9TW
0129885278

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You, and your governors, proudly told me that the school is inclusive and aims to provide for the particular needs of the pupils who attend. An attractive display in the school’s entrance, entitled ‘Diversity is the one true thing we have in common, let’s celebrate it!’ sets the tone for your ethos across the school. During my visit, some classes were marking International Women’s Day by learning about the lives of inspirational women, such as Mother Teresa. Pupils in every class study books together, such as ‘Letters from around the world’, to broaden their understanding of the world beyond their local area. Pupils have a strong knowledge of British values, appropriate to their age. They have a growing understanding of a range of religions and cultures. This is preparing them well for life in modern Britain. Almost without exception, parents and carers who shared their views through the online survey, Parent View, were positive about the school. Parents who shared their views with me during my visit said that they feel welcome in school and that staff are very approachable. One parent summed up the views of many by saying, ‘It’s a very caring school. It’s all about community and quality.’ You and your staff invite parents to events such as ‘cake and calculations’ to help them understand how to help their child at home with mathematics. Parents also enjoy the occasions when they can join their children for worship or school lunch. You are outward-looking in your approach to school improvement. You and five other local schools have formed strong links through a collaboration named ‘CORDS’ (Collaboration Of Rural Derbyshire Schools). You and your staff benefit from professional development and sharing good practice to improve provision at your own school. You evaluate carefully the quality of teaching and learning, including any new initiative you introduce, to determine what is working well and what needs to improve. The insight this provides has enabled you to identify and address weaknesses in the progress pupils have been making in both writing and mathematics. You have improved the teaching of grammar, for example, so that it is now more systematic. Pupils’ books show that pupils use the skills they have learned in their writing. By the end of Year 6 in 2017, a greater proportion of pupils achieved the expected standard and the higher standard in writing than was seen nationally. In mathematics you and your staff now provide a wide range of equipment for pupils to use to help them grasp new concepts. Teachers provide an appropriate level of challenge for pupils, and books show that pupils’ problem-solving and reasoning skills are regularly exercised. This has resulted in an improvement in the rate of progress that pupils make in mathematics across key stage 2. At the time of the last inspection, you were asked to make sure that teachers made clear to pupils what was expected of them. During my visit, we saw in lessons and in books that teachers explain to pupils what they are learning about in the lesson and what they need to do to be successful. As I spoke with pupils, they were able to tell me what they were learning and what their activity involved. During mathematics lessons in particular, teachers provide pupils with work that builds on what they have learned and stretches their thinking. Adults check what pupils have understood and what they can do during the lesson, moving them on to something more difficult when they are ready. You have now identified that there is more to do to ensure that pupils make better progress in their reading, particularly across key stage 2. You enjoy the full support of the governors. They visit the school to see it in action for themselves and take part in the scrutiny of pupils’ work and discussions about the progress pupils are making. They know the school well and, with your encouragement, ask increasingly challenging questions. Classrooms are industrious places where pupils listen to their teachers and get on with their work well, both independently and in cooperation with their classmates. Pupils are polite and keen to talk about their school. Every pupil I spoke with said that they enjoy school. They cited reasons such as having lots of friends, learning being fun and everyone being kind to each other. Safeguarding is effective. You make sure that all the appropriate vetting checks take place when staff and volunteers start working at the school. Your records of safeguarding concerns are detailed and securely kept. Staff receive the necessary training and regular updates so that they are clear about the signs of potential abuse to watch out for and how to report a concern should one arise.

Taddington and Priestcliffe School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>67, "agree"=>33, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 12 responses up to 03-06-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>92, "agree"=>8, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 12 responses up to 03-06-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>42, "agree"=>58, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 12 responses up to 03-06-2023
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>75, "strongly_agree"=>8, "agree"=>17, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 12 responses up to 03-06-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>83, "agree"=>17, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 12 responses up to 03-06-2023
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>17, "strongly_agree"=>58, "agree"=>25, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 12 responses up to 03-06-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>100, "agree"=>0, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 10 responses up to 03-06-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>42, "agree"=>42, "disagree"=>0, "strongly_disagree"=>8, "dont_know"=>8} UNLOCK Figures based on 12 responses up to 03-06-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>67, "agree"=>33, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 12 responses up to 03-06-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>83, "agree"=>17, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 12 responses up to 03-06-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>92, "agree"=>8, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 12 responses up to 03-06-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>50, "agree"=>42, "disagree"=>8, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 12 responses up to 03-06-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>75, "agree"=>25, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 12 responses up to 03-06-2023
Yes No {"yes"=>100, "no"=>0} UNLOCK Figures based on 12 responses up to 03-06-2023

Responses taken from Ofsted Parent View

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