Upperthong Junior and Infant School
Catchment Area, Reviews and Key Information

Primary
PUPILS
207
AGES
4 - 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, ONS
01484 225007

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
(22/02/2023)
Full Report - All Reports
77%
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)
Burnlee Road
Upperthong Junior & Infant School
Holmfirth
HD9 2LE
01484683176

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You are a dedicated and committed headteacher and are uncompromising in your desire for the school to continually improve. You inspire others and have engaged effectively with the whole-school community. You have created a positive learning culture through your intent to share responsibilities, increase accountability and give staff ownership of systems and routines. As a result, staff morale is high, and together you take collective responsibility for pupils’ outcomes. A team ethos and approach to subject leadership are helping individual staff to flourish by building on their strengths and expertise and allowing them to develop further. This is creating strong capacity for further improvement. There is a strong sense of community and belonging, which parents value. Pupils are incredibly proud of their school and enjoy making a contribution. They take on responsibilities such as ‘buddies’ for the new Reception pupils and house captains. They do this with confidence and enthusiasm and are developing as responsible citizens as a result. Governors know the school well and understand its strengths and weaknesses. They are clear how it is developing due to their visits which help them check how well school improvement priorities are being addressed. This allows them to challenge and support leaders from a well-informed position. Governors take care in the induction of new members to ensure that their skills are used to good effect and that appropriate training is in place to support them in carrying out their duties. As a result, governors have become increasingly effective in their roles. Leaders have effectively addressed the areas for improvement from the previous inspection. Pupils are clear how to make improvements to their work. This has been particularly successful in supporting pupils’ writing development. Pupils’ attainment has been consistently strong overall at every key stage over time. Leaders responded promptly to a disappointing dip in writing standards at key stage 1 in 2016. The result of leaders’ actions was clearly seen in the improved outcomes in 2017. Progress over time by the end of key stage 2 has generally been only broadly in line with that seen nationally. Leaders are fully aware that pupils could make better progress by the end of key stage 2 and especially in mathematics. Leaders’ actions to address weaker attainment in mathematics by the end of key stage 2 in 2016 and 2017 have been slow to take effect but are now beginning to show improving outcomes for current pupils. Leaders are regularly checking the performance of pupils who need to catch up to reach the standards they are capable of by the end of Year 6. Safeguarding is effective. A strong culture of safeguarding is clearly present throughout the school. This is because leaders and governors take their safeguarding responsibilities very seriously. Regular meetings take place between the governor responsible for safeguarding and senior leaders. The meetings help determine whether leaders’ actions to support vulnerable pupils are making enough difference. You work closely with other professionals and services to ensure that pupils and families receive timely and effective support. You have ensured that all safeguarding arrangements are fit for purpose and records are detailed and of high quality. Staff receive regular training which makes sure they have the knowledge and skills to respond to any issues which may arise. Pupils behave exceptionally well and staff demonstrate a consistent approach which celebrates success, rewards effort and helps pupils to understand how to be safe and get along with each other. Pupils say that there is no bullying, but that they are confident how to deal with it should it happen. Attendance is well above the national average, and the proportion of pupils who are regularly absent is well below the national average. Pupils are keen to be at school because they enjoy learning and value the education they receive. Inspection findings There is a team approach to checking and improving the quality of teaching and learning. This allows a range of staff to develop as leaders and is encouraging a culture of sharing good practice and continual improvement. Staff are highly supportive of each other and are keen to take responsibility for their own professional development. A thorough performance management process, which is suitably tailored to individual teachers and the specific needs of the pupils they teach, maintains high expectations and accountability for pupils’ outcomes. In 2016 in writing at key stage 1, attainment dipped below the national average, having previously been consistently above national figures. In 2017, as a result of leaders’ actions, attainment in writing improved at key stages 1 and 2. Careful tracking of pupils’ progress has successfully identified any gaps in learning and this has supported teachers in planning work which is well matched to pupils’ needs. The English team have effectively used their checks on the quality of teaching to accurately identify areas for improvement. This has led to a greater awareness of the curriculum expectations for writing as a result of the staff training provided. Current pupils are making good progress in writing. However, leaders are aware that a few pupils, especially in key stage 2, need to make even better progress to catch up and reach the standards they are capable of by the end of Year 6. Children make a strong start to their education. The proportion of children reaching a good level of development by the end of the early years has been consistently above the national average over time. This strong attainment continues throughout school, with attainment at key stages 1 and 2 almost always above national figures in reading, writing and mathematics. However, pupils’ progress is usually only broadly in line with the national average by the end of key stage 2. Leaders are keen to challenge pupils to make better progress, particularly in mathematics, to ensure that more of them are able to exceed the expected standards. A school focus on developing pupils’ independence and resilience is resulting in pupils approaching challenging problems and tasks with increasing positivity. Pupils say that they enjoy being challenged and puzzled by their learning. They confidently explain that this is how you learn. Teachers’ questioning and subject knowledge are also supporting pupils in effectively extending their thinking. Following disappointing outcomes in mathematics in 2016 and 2017 at key stage 2, leaders accurately identified that pupils needed to be given more opportunities for reasoning and problem solving in their mathematics work. The mathematics team have supported staff in developing a consistent approach which is now used across the school. This is starting to result in pupils making more rapid gains in their learning. Next steps for the school Leaders and those responsible for governance should ensure that: progress is consistently strong so that an increasing proportion of pupils meet and exceed the expectations by the end of key stage 2, particularly in mathematics.

Upperthong Junior and Infant School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>86, "agree"=>14, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 51 responses up to 23-02-2023
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 51 responses up to 23-02-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>73, "agree"=>27, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 51 responses up to 23-02-2023
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>78, "strongly_agree"=>8, "agree"=>2, "disagree"=>2, "strongly_disagree"=>2, "dont_know"=>8} UNLOCK Figures based on 51 responses up to 23-02-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>84, "agree"=>14, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 51 responses up to 23-02-2023
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>37, "strongly_agree"=>49, "agree"=>8, "disagree"=>2, "strongly_disagree"=>2, "dont_know"=>2} UNLOCK Figures based on 51 responses up to 23-02-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>80, "agree"=>0, "disagree"=>20, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 10 responses up to 23-02-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>76, "agree"=>22, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>2} UNLOCK Figures based on 51 responses up to 23-02-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>84, "agree"=>16, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 51 responses up to 23-02-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>65, "agree"=>35, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 51 responses up to 23-02-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>86, "agree"=>12, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>2} UNLOCK Figures based on 51 responses up to 23-02-2023
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 51 responses up to 23-02-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>75, "agree"=>22, "disagree"=>4, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 51 responses up to 23-02-2023
Yes No {"yes"=>100, "no"=>0} UNLOCK Figures based on 51 responses up to 23-02-2023

Responses taken from Ofsted Parent View

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