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  • Western Primary School
    Cold Bath Road
    Harrogate
    North Yorkshire
    HG2 0NA
  • Head: Cheryl Smith BEd Ma
  • T 01423 502737
  • F 01423 566 603
  • E [email protected]
  • W www.western.n-yorks.sch.uk
  • A state school for boys and girls aged from 2 to 11.
  • Boarding: No
  • Local authority: North Yorkshire
  • Pupils: 474
  • Religion: Does not apply
  • Review: View The Good Schools Guide Review
  • Ofsted:
    • Latest Overall effectiveness Outstanding 1
      • Early years provision Outstanding 1
      • Outcomes for children and learners Outstanding 1
      • Quality of teaching, learning and assessment Outstanding 1
      • Personal development, behaviour and welfare Outstanding 1
      • Effectiveness of leadership and management Outstanding 1
    • 1 Full inspection 6th June 2018
  • Previous Ofsted grade: Requires improvement on 3rd October 2013
  • Ofsted report: View the Ofsted report

What 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 parents say...

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What The Good Schools Guide says

Head

Since 2003, Cheryl Smith BEd MA (50s), second headship after five years at Hampsthwaite Church of England Primary School. Trained to teach at Edge Hill with first degree from Lancaster University; masters from University of Teeside. Early in her career worked in a large middle school in a deprived area of Sheffield. Her secondment to its integrated resource for special educational needs was a defining moment and future influence. Relocated to York and subsequently worked in several city primary schools.

Believes in being visible to both pupils and parents; is a welcome and smiling presence in the same playground spot each morning, much appreciated by parents and children alike. ‘The head knows my name,’ said one tot with pride and wonder and it was evident in our tour that he...

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Independent schools frequently offer IGCSEs or other qualifications alongside or as an alternative to GCSE. The DfE does not record performance data for these exams so independent school GCSE data is frequently misleading; parents should check the results with the schools.

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

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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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