Yearsley Grove Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
424
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 2021, ONS
01904 551 554

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?

4 1 1 2 3 4
NATIONAL AVG. 2.08
Ofsted Inspection
(5/10/17)
Full Report - All Reports
53%
NATIONAL AVG. 65%
% 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 10% of schools in England) Below Average (About 8% of schools in England) Average (About 67% of schools in England) Above Average (About 5% of schools in England) Well Above Average (About 10% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 7% of schools in England) Average (About 64% of schools in England) Above Average (About 9% of schools in England) Well Above Average (About 10% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 11% of schools in England) Average (About 58% of schools in England) Above Average (About 10% of schools in England) Well Above Average (About 10% of schools in England)

School Results Over Time

2017 2018 2019 UNLOCK

% pupils meeting the expected standard in Key Stage 2 tests (age 11)
2017 2018 2019 UNLOCK

% pupils meeting the higher standard in Key Stage 2 tests (age 11)

These results over time show historic performance for key exam results. We show pre-pandemic results as the fairest indicator of whether performance is up, down or stable

Yearsley Grove
Huntington
York
YO31 9BX
01904554490

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You began your role as headteacher in September 2017. You are ambitious for the school and have identified how to make more rapid improvements to build on the successes already achieved. Staff feel valued and welcome the greater rigour in accountability you have introduced as they are keen to do the best job they can so that pupils’ outcomes continue to improve. At the last inspection, leaders were tasked with making more effective use of data. Leaders have since developed their ability to use data more precisely. More accurate and reliable assessment is supporting leaders and teachers in identifying any barriers to pupils’ learning. Subject leaders adjust the teaching approaches used and have sourced additional training so that teachers have better subject knowledge. A further area for improvement was to improve the quality of teaching. Pupils say they love learning and that teachers make it interesting for them by making meaningful links between subjects. They particularly enjoy reading and were keen to show me the well-stocked library. They welcome the greater challenge they now receive and talk about how they can think more deeply and explain their understanding as a result of the new approach to teaching mathematics. Although there have been some encouraging improvements in pupils’ outcomes, there is still work to do as standards remain generally below the national average by the end of key stage 2. Leaders acknowledge the need to sustain more rapid progress for current pupils so that a greater proportion reach and exceed the expectations in reading, writing and mathematics by the end of key stage 2. Similarly, outcomes for disadvantaged pupils, while improving, are also below those of other pupils nationally. Leaders are making sure that teaching is matched to pupils’ starting points and addresses any gaps in their learning. Consequently, current disadvantaged pupils are beginning to make more rapid progress. Leaders are aware that this progress must be sustained so that the difference between disadvantaged pupils’ attainment and that of other pupils nationally diminishes more quickly. There are encouraging signs of improvement in the early years where, as a result of leaders’ actions, children are developing well in Nursery, giving them a much more positive start to Reception. Likewise, interventions to support pupils who began Year 1 below the expected standard have resulted in rapid progress in a short period of time. Leaders are determined to build on this success so that an increasing proportion of children reach a good level of development by the end of Reception. Governors are very clear about the school’s strengths and weaknesses. They challenge and support appropriately so that the school continues to improve. For example, their challenge has influenced the changes made to the appraisal system so that it more rigorously holds leaders, teachers and support staff to account for improving pupils’ outcomes. Safeguarding is effective. A culture of safeguarding is clearly present across the school. This is because leaders and governors take their safeguarding responsibilities very seriously. Safeguarding is an agenda item at every full governing body meeting, which maintains its high profile in the school. You make sure that staff receive regular training updates so that they are effective in recognising and responding to signs of concern. Leaders involve a range of other agencies when there are concerns and keep detailed written accounts of all action taken. Pupils behave very well and say there is rarely any bullying. They feel safe and well cared for in school and parents strongly agree. Records show that leaders and teachers respond with urgency to the rare incidents of poor behaviour and bullying. The curriculum provides countless opportunities to support children in keeping safe. Consequently, pupils talk confidently about how to stay safe, for example when they are online or crossing the road. Inspection findings The proportion of children reaching a good level of development by the end of the early years has been below the national average over time. Provisional data for 2017 indicates that 58% of children achieved a good level of development.

Yearsley Grove Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree 74% Agree 20% Disagree 3% Strongly Disagree 2% Don't Know 1% {"strongly_agree"=>74, "agree"=>20, "disagree"=>3, "strongly_disagree"=>2, "dont_know"=>1} Figures based on 92 responses up to 11-07-2019
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Figures based on 92 responses up to 11-07-2019

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Figures based on 92 responses up to 11-07-2019

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Figures based on 92 responses up to 11-07-2019

unlock

Figures based on 92 responses up to 11-07-2019

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Figures based on 92 responses up to 11-07-2019

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Figures based on 92 responses up to 11-07-2019

unlock

Figures based on 92 responses up to 11-07-2019

unlock

Figures based on 92 responses up to 11-07-2019

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Figures based on 92 responses up to 11-07-2019

unlock

Figures based on 92 responses up to 11-07-2019

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Figures based on 92 responses up to 11-07-2019

Responses taken from Ofsted Parent View

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