West Bretton Junior and Infant School
Catchment Area, Reviews and Key Information

Primary
PUPILS
113
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, ONS
01924 306 052

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
(25/03/2022)
Full Report - All Reports
53%
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)
Bretton Lane
West Bretton
Wakefield
WF4 4LB
01924830204

School Description

West Bretton Junior and Infant School provides a safe and happy place where pupils thrive. Pupils are adamant that bullying does not happen at school. Inspectors agree. Pupils’ positive views of behaviour are supported by leaders’ behaviour records. Any incidents of poor behaviour are incredibly rare. Classrooms are an oasis of calm where learning can take place unhindered. Teachers have high expectations of all pupils and apply school rules with consistency. Pupils rise to these expectations and say that adults at school are fair and kind. Pupils enjoy the rewards they get when they behave well. Tokens, awarded for exemplary behaviour, mean that pupils can choose a book as a prize from the vending machine. Leaders give pupils opportunities to contribute to the life of the school. Democratically elected positions, such as head pupils and school council representatives, give pupils a voice on how their school is run. Older pupils value the opportunities they have to work with their younger friends. Roles such as play and construction leaders encourage pupils to play harmoniously at breaktimes. Leaders have created a well-planned personal, social and health education curriculum that is unique to West Bretton. This helps pupils to develop a strong understanding of diversity, tolerance and respect. Pupils say: ‘It is a good thing that everyone is different and unique. It would be boring if we were all the same.’ What does the school do well and what does it need to do better? Since the last inspection, leaders have continued to review and develop the curriculum. Leaders have carefully considered the order in which pupils will learn new skills and knowledge. They have devised a curriculum that is unique to West Bretton. The art curriculum is already having a positive impact on pupils’ knowledge and artistic skills. Younger pupils are increasingly confident in their designs, colour choices and techniques. Sketchbooks demonstrate the opportunities that pupils have to experiment with their ideas. However, in subjects such as design and technology, leaders have not identified with enough precision what they intend pupils to learn in Year 1, Year 3 and Year 5. As a result, milestones for pupils’ development are not clear. Reading has remained a high priority. Teachers encourage pupils to read widely and often. Whole-class texts broaden pupils’ understanding of cultural diversity and their understanding of difference, such as the many different family types found in modern Britain. All staff have had the training they need to deliver leaders’ chosen phonics programme with accuracy. Teachers make regular checks on the sounds pupils have learned. They use this information to group pupils for their phonics lessons and match the books pupils read to the sounds that they know already. This ensures that pupils have plenty of practice in reading the sounds that they have been taught. When pupils fall behind, they are quickly given the extra support they need to catch up. As a result, the overwhelming majority of pupils leave Year 2 as confident and fluent readers. The mathematics curriculum is well sequenced. New learning builds carefully on what pupils already know. Teachers very quickly identify when pupils are struggling. When this happens, pupils receive extra adult help in small groups. Because leaders use assessment well, these groups focus precisely on the gaps pupils have and help them to catch up. Pupils have positive views about mathematics. They quickly become confident mathematicians. The early years classroom is awash with books and opportunities to explore number. Adults are skilful in challenging children’s thinking through their questioning. They plan plenty of opportunities for children to write and practise their phonics as they play. An inspector observed children making sandcastles and confidently adding numbered flags to the top. Pupils with special educational needs and/or disabilities (SEND) are identified quickly. Leaders draw on a range of outside agencies to offer advice and guidance to teachers. This helps teachers to target the right support to the right pupils. As a result, pupils with SEND access the same ambitious curriculum as everyone else. However, leaders have not monitored the impact of the changes they have made to the curriculum. The impact of these changes on pupils’ progress is not known. Following a period of consultation and review, leaders have devised a comprehensive relationships and sex education curriculum. The considered way in which this aspect of the curriculum is taught is a strength of the school. Pupils describe the ‘golden ground rules’ they use in class to help them speak openly and with maturity about healthy and unhealthy relationships. Pupils have a very well developed understanding of equality and diversity. During science week, leaders helped pupils to consider gender stereotyping in scientific roles. Leaders provide the governing body with a detailed picture of the school’s strengths and areas for development. Regular governor visits to the school give them the information Inspection report: West Bretton Junior and Infant School 25 March 2022 2 they need to challenge leaders on their actions. Leaders are acutely aware of the pressures on their staff. They take steps to reduce workload where possible. As a result, staff hold very positive views of leaders and the school.

West Bretton Junior and Infant School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>85, "agree"=>15, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 46 responses up to 25-03-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>89, "agree"=>11, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 46 responses up to 25-03-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>72, "agree"=>24, "disagree"=>4, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 46 responses up to 25-03-2022
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>74, "strongly_agree"=>7, "agree"=>9, "disagree"=>4, "strongly_disagree"=>0, "dont_know"=>7} UNLOCK Figures based on 46 responses up to 25-03-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>50, "agree"=>39, "disagree"=>7, "strongly_disagree"=>2, "dont_know"=>2} UNLOCK Figures based on 46 responses up to 25-03-2022
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>39, "strongly_agree"=>37, "agree"=>15, "disagree"=>4, "strongly_disagree"=>0, "dont_know"=>4} UNLOCK Figures based on 46 responses up to 25-03-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>50, "agree"=>33, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>17} UNLOCK Figures based on 10 responses up to 25-03-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>63, "agree"=>30, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>4} UNLOCK Figures based on 46 responses up to 25-03-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>65, "agree"=>26, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>7} UNLOCK Figures based on 46 responses up to 25-03-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>54, "agree"=>35, "disagree"=>9, "strongly_disagree"=>0, "dont_know"=>2} UNLOCK Figures based on 46 responses up to 25-03-2022
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 46 responses up to 25-03-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>72, "agree"=>28, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 46 responses up to 25-03-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>63, "agree"=>26, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>9} UNLOCK Figures based on 46 responses up to 25-03-2022
Yes No {"yes"=>100, "no"=>0} UNLOCK Figures based on 46 responses up to 25-03-2022

Responses taken from Ofsted Parent View

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