West Meadows Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
232
AGES
3 - 11
GENDER
Mixed
TYPE
Academy converter
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
01226 773677

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
(10/11/2021)
Full Report - All Reports
42%
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)
West Street
Hoyland
Barnsley
S74 9ET
01226749164

School Description

West Meadows Primary is a friendly school where pupils feel safe and well cared for. Pupils’ behaviour and attitudes to learning are exemplary. This is characterised by a deep mutual respect between pupils and adults. Pupils understand the school’s clear rules and follow these well. When the inspector spoke with pupils, they talked confidently about bullying and were clear that there is no place for it in their school. Leaders are determined to broaden the horizons of all pupils. They have three key priorities: enabling possibilities, valuing diversity and building rich vocabulary and language. All adults work together to ensure that each pupil reaches their potential. Equally, pupils work hard to realise the words of their school song: ‘aim high to succeed and be happy and achieve’. There is an extensive range of activities on offer. Pupils enjoy after-school clubs where they can participate in sporting activities, such as golf or boccia. Year 6 pupils enjoyed a recent residential trip to Condover Hall activity centre in Shrewsbury. They talked with animation about this trip, saying how it had developed their resilience and independence. Pupils and their parents feel a great sense of community and belonging within the school. One parent told inspectors that staff ‘go above and beyond to make sure children are safe and happy’. Another parent said, ‘I would recommend this school to anyone, knowing that their child will get an amazing educational journey.’ What does the school do well and what does it need to do better? Pupils’ early reading is developed well. Leaders have recently introduced a new approach to the teaching of phonics. This is ensuring that all children get off to a strong start. They learn new sounds as soon as they arrive in the school’s nursery. This equips them well for when they enter Reception Year. More complex sounds are then introduced in a logical order. Children are motivated by the comprehensively trained and committed adults who support their reading journey. Pupils attentively participate in interesting and fun activities. Staff carefully select reading books to ensure that children and pupils can practise the sounds that they learn in class. Leaders invite parents and carers to informative reading workshops which help pupils build their reading skills further at home. Leaders have carefully considered the structure and content of the curriculum. Teachers’ plans for subjects such as mathematics, science and history identify the important knowledge and skills that pupils should retain. Content is taught in a logical order. Teachers creatively check what pupils know at the start of each lesson. They then use ‘exit tickets’ to enable pupils to reflect on their learning. This information is then used to plan future learning. Each lesson is purposeful, and pupils build knowledge effectively through well-designed lessons. In mathematics, leaders acknowledge that improvements need to be made to ensure that the curriculum is ambitious for all pupils. Pupils demonstrate their knowledge at the end of each unit through carefully considered assessment pieces. For example, in history, pupils show what they know and remember about ‘Traders and Raiders’. They do this by considering what a day in the life of a Viking warrior might look like. Leaders have identified that pupils are not always sure which subject they are learning. This is because learning in subjects such as history and geography is termed as ‘topic’; it is not subject specific. Leaders intend to clearly define this learning so that pupils will know when they are being historians or geographers. From an early age, children become confident learners. Quickly, they learn to concentrate well. Pupils in the school’s foundation stage focus independently on tasks. They are inspired by the conversations they hold with the talented adults in this unit. Children interacted with great interest when the inspector joined their explorative play using a range of containers in the ‘sea creature’ themed water tray. Pupils with special educational needs and/or disabilities get the help that they need. Staff are sensitive, caring and want the best for every pupil. The local governing body and leaders from the multi-academy trust support the school well. Staff welcome the training they have received. Effective teamwork between staff is a strength of the school. Adults communicate well with each other. They are consistent in their approach. They are happy to work flexibly to best meet the needs of pupils in their care. They praise the headteacher for her care in assuring their well-being. In discussion with the headteacher, the inspector agreed that developing consistency in the delivery of mathematics to achieve ambitious end points and the development of the wider curriculum may usefully serve as a focus for the next inspection.

West Meadows Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>69, "agree"=>31, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 16 responses up to 03-01-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>69, "agree"=>31, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} UNLOCK Figures based on 16 responses up to 03-01-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>50, "agree"=>44, "disagree"=>0, "strongly_disagree"=>6, "dont_know"=>0} UNLOCK Figures based on 16 responses up to 03-01-2022
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>81, "strongly_agree"=>6, "agree"=>0, "disagree"=>6, "strongly_disagree"=>0, "dont_know"=>6} UNLOCK Figures based on 16 responses up to 03-01-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>25, "agree"=>50, "disagree"=>19, "strongly_disagree"=>6, "dont_know"=>0} UNLOCK Figures based on 16 responses up to 03-01-2022
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>25, "strongly_agree"=>44, "agree"=>19, "disagree"=>0, "strongly_disagree"=>6, "dont_know"=>6} UNLOCK Figures based on 16 responses up to 03-01-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>33, "agree"=>0, "disagree"=>0, "strongly_disagree"=>33, "dont_know"=>33} UNLOCK Figures based on 10 responses up to 03-01-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>50, "agree"=>31, "disagree"=>6, "strongly_disagree"=>6, "dont_know"=>6} UNLOCK Figures based on 16 responses up to 03-01-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>50, "agree"=>38, "disagree"=>6, "strongly_disagree"=>0, "dont_know"=>6} UNLOCK Figures based on 16 responses up to 03-01-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>19, "agree"=>63, "disagree"=>13, "strongly_disagree"=>0, "dont_know"=>6} UNLOCK Figures based on 16 responses up to 03-01-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>44, "agree"=>44, "disagree"=>6, "strongly_disagree"=>0, "dont_know"=>6} UNLOCK Figures based on 16 responses up to 03-01-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>75, "agree"=>19, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>6} UNLOCK Figures based on 16 responses up to 03-01-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>44, "agree"=>44, "disagree"=>6, "strongly_disagree"=>6, "dont_know"=>0} UNLOCK Figures based on 16 responses up to 03-01-2022
Yes No {"yes"=>81, "no"=>19} UNLOCK Figures based on 16 responses up to 03-01-2022

Responses taken from Ofsted Parent View

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