Western Primary School A GSG School
- Western Primary School
Cold Bath Road
Harrogate
North Yorkshire
HG2 0NA - Head: Mr Tim Broad
- T 01423 502737
- F 01423 566 603
- E office@wes.rklt.co.uk
- W www.westernps.co.uk
- A state school for boys and girls aged from 2 to 11.
- Boarding: No
- Local authority: North Yorkshire
- Pupils: 489
- Religion: Does not apply
- Review: View The Good Schools Guide Review
-
Ofsted:
- Latest Overall effectiveness Outstanding 1
- Early years provision Outstanding 1
- Effectiveness of leadership and management Outstanding 1
- 1 Full inspection 5th June 2018
- Ofsted report: View the Ofsted report
What The Good Schools Guide says..
Real breadth to curriculum, tweaked in recent four yearly review with involvement from pupils, now with topic themes: each starts with a visit or visitor and ends with each year group showcasing to an audience. Assessment is through a bespoke, online, holistic tracking system that covers behaviour as well as academic attainment, to enable inclusive support for each child. Bonus for a primary - specialist music teacher and visits from members of Harrogate Grammar Encore department. All children in years 3/4 learn cello or violin...
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What The Good Schools Guide says
Headteacher
Since 2020, Tim Broad, previously deputy head since 2004. Qualified as a teacher in July 1988 and then worked in three different schools in east London/Essex before moving here in 1999 as KS2 team leader.
Entrance
Usual criteria for 60 pupil reception intake. Some priority for out of catchment pupils attending the nursery.
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Overall school performance (for comparison or review only)
Entry/Exit
Special Education Needs
At Western, we take a whole school approach to inclusion. Every member of staff is an essential part of the inclusion team. We work together to ensure every child achieves the best possible outcomes (academically, socially and emotionally) through Quality First Teaching. We care about the development of the whole child. After all, happy, relaxed,confident children make better learners. We have high expectations for all children. We believe that there is a way to help every child achieve more. We recognise that some children may need additional provision to support their individual learning needs. In collaboration with parents, carers and the support of external agencies, we aim for all children to make outstanding progress from their starting points. Whole school provision maps can be viewed on the school website. There are occasions when children may need adaptations to be made to their learning in order for them to achieve. Teachers discuss children's additional needs with parents and the SENCo and an appropriate plan is designed. This plan ensures teachers and supporting staff make adaptations to learning to suit a child's individual special educational needs. Adaptations may be made in the classroom or children may be involved in additional interventions that take place outside of the classroom if appropriate. The Junction is the heart of the school where extra support for all is available. For children who may need extra provision to support their development, the following is available: Learning support Literacy interventions to embed basic literacy skills Maths interventions to embed basic maths skills Reading intervention/accelerated reading to support reading and comprehension skills Pre-teach and catch up lessons to ensure understanding across the curriculum SALT - Speech, language and social communication activities to ensure the basics of literacy learning and social development Anxiety Interventions to support mental health for increased focus on learning Quiet room for pastoral care Family support worker to help support routines for happy, healthy children and parents/ carers The Retreat for one-to-one therapeutic counselling to support positive mental health Attendance support to ensure all children are safe and taking maximum benefit from learning
| Condition | Provision for in school |
|---|---|
| ASD - Autistic Spectrum Disorder | Y |
| Aspergers | |
| Attention Deficit Hyperactivity Disorders | Y |
| CReSTeD registered for Dyslexia | |
| Dyscalculia | Y |
| Dysgraphia | |
| Dyslexia | Y |
| Dyspraxia | Y |
| English as an additional language (EAL) | Y |
| Genetic | Y |
| Has an entry in the Autism Services Directory | |
| Has SEN unit or class | |
| HI - Hearing Impairment | |
| Hospital School | |
| Mental health | Y |
| MLD - Moderate Learning Difficulty | |
| MSI - Multi-Sensory Impairment | Y |
| Natspec Specialist Colleges | |
| OTH - Other Difficulty/Disability | Y |
| Other SpLD - Specific Learning Difficulty | Y |
| PD - Physical Disability | Y |
| PMLD - Profound and Multiple Learning Difficulty | |
| SEMH - Social, Emotional and Mental Health | Y |
| SLCN - Speech, Language and Communication | Y |
| SLD - Severe Learning Difficulty | |
| Special facilities for Visually Impaired | |
| SpLD - Specific Learning Difficulty | Y |
| VI - Visual Impairment | Y |
Interpreting catchment maps
The maps show in colour where the pupils at a school came from*. Red = most pupils to Blue = fewest.
Where the map is not coloured we have no record in the previous three years of any pupils being admitted from that location based on the options chosen.
For help and explanation of our catchment maps see: Catchment maps explained
Further reading
If there are more applicants to a school than it has places for, who gets in is determined by which applicants best fulfil the admissions criteria.
Admissions criteria are often complicated, and may change from year to year. The best source of information is usually the relevant local authority website, but once you have set your sights on a school it is a good idea to ask them how they see things panning out for the year that you are interested in.
Many schools admit children based on distance from the school or a fixed catchment area. For such schools, the cut-off distance will vary from year to year, especially if the school give priority to siblings, and the pattern will be of a central core with outliers (who will mostly be siblings). Schools that admit on the basis of academic or religious selection will have a much more scattered pattern.
*The coloured areas outlined in black are Census Output Areas. These are made up of a group of neighbouring postcodes, which accounts for their odd shapes. These provide an indication, but not a precise map, of the school’s catchment: always refer to local authority and school websites for precise information.
The 'hotter' the colour the more children have been admitted.
Children get into the school from here:
regularly
most years
quite often
infrequently
sometimes, but not in this year
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