Wheatley Hill Community Primary School
Catchment Area, Reviews and Key Information

Primary
School Guide Rating
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Wheatley Hill
Durham
DH6 3RQ
01429820594
Pupils
301
Ages
2 - 11
Gender
Mixed
Type
Community school
4 1 1 2 3 4
NATIONAL AVG. 2.08
Ofsted Inspection
(2/5/18)
Full Report - All Reports
68%
NATIONAL AVG. 65%
% pupils meeting the expected standard in reading, writing and mathematics
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School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You and other leaders are committed to the school being at the heart of the local community and providing the best possible education and experiences for pupils. You and other leaders lead the school with determination and passion for all pupils to achieve well, to thrive and be their very best. As a result, pupils are cared for and supported extremely well. There is a tangible, inclusive community spirit throughout the school and a strong sense of pride and belonging from staff, governors, pupils and parents and carers. You and other leaders have forged excellent, constructive working relationships. Governors are active in the life of the school. They are passionate about the children and the community and genuinely care for the community they serve. This enables you, other leaders and governors to act swiftly and address any areas of concern. Since the previous inspection, you have effectively addressed the identified areas for improvement. Pupils’ achievement in writing, for example, has improved across the school, including in the early years. Pupils now write for a wide range of purposes and audiences regularly. For the last two years, pupils’ progress in writing in key stage 2 has been in the top 20% of schools nationally. Middle leadership has also strengthened. Middle leaders are now clear about their roles and responsibilities and are a strong and effective team. They play a central part in the school’s development and journey of improvement. Your evaluation of the school’s strengths and areas that currently need further attention is precise and accurate. Staff have benefited from training to develop their skills. As a result, teaching across the school meets the needs of pupils increasingly well. Teaching is characterised throughout the school by positive relationships, a ‘can do’ attitude and high expectations. Well-deployed support staff work with pupils effectively, particularly those pupils who have special educational needs (SEN) and/or disabilities, to ensure that they have every opportunity to progress at the same rate as their peers. Pupils who access the school’s specialist provision are well cared for and catered for in terms of improving pupils’ academic skills and social and emotional well-being. You are, rightly, proud of the innovative curriculum that is being developed to provide rich and stimulating learning experiences for pupils. The use of continuous provision across all year groups is benefiting pupils as they develop skills such as resilience, cooperation and reasoning. Pupils appreciate the many opportunities they are given to enhance their personal and social skills, especially learning outdoors. Although by the end of Years 2 and 6, standards of attainment are lower than average, pupils make good progress from, often, low starting points. In Year 6 in 2017, for example, pupils’ progress through key stage 2 was well above average in reading and writing and above average in mathematics. Pupils currently in key stage 2 are also achieving well. Standards across the school are generally rising. However, you are well aware that too few pupils are reaching the higher levels of attainment by the end of key stages 1 and 2. Work to address this is already under way, but more is still to be done, especially to ensure that pupils are consistently challenged in their work. Safeguarding is effective. The care and support that pupils receive is excellent. You and other key staff know the pupils and their families well. Safeguarding is given a high priority in the day-today work of the school. Safeguarding arrangements are fit for purpose, and records are meticulously kept and maintained. The single central record is carefully checked and monitored by key staff, such as governors, and recruitment and suitability checks to work with children are carried out conscientiously. All staff have received thorough training that is updated regularly. As a result, they make use of this so that pupils are safe, and any worries or concerns are reported and dealt with promptly. Pupils are happy, work productively and take pride in their work and their school. Pupils are exceptionally well behaved and polite. They participate in their learning confidently and cooperatively and show high levels of engagement in class. Pupils know how to keep themselves safe, at an age-appropriate level, and they are confident that staff quickly and effectively help them if they are worried about anything. The school is a calm and purposeful place. Classrooms are interesting, stimulating and vibrant environments so that pupils can thrive.

Wheatley Hill Community Primary School Catchment Area Map

This pupil heat map shows where pupils currently attending the school live.

Enter a postcode to see where you live on the map
heatmap example
Source:
All attending pupils
National School Census Data 2020
ONS
Pupil heat map key

How many pupils attending the school live in the area?

Many
Some
Few



The concentration of pupils shows likelihood of admission based on distance criteria

03000 265896

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 areas from which pupils are admitted to a school can change from year to year to reflect the number of siblings and pupils admitted under high priority admissions criteria.

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.

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