Alec Reed Academy
Catchment Area, Reviews and Key Information

Primary & Secondary
Post 16
3 - 19
Academy sponsor led

How Does The School Perform?

4 1 1 2 3 4
Ofsted Inspection
Full Report - All Reports
5+ GCSEs grade 9-4 (standard pass or above) including English and maths

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Progress Compared With All Other Schools

UNLOCK Well Below Average (About 12% of schools in England) Below Average (About 20% of schools in England) Average (About 37% of schools in England) Above Average (About 17% of schools in England) Well Above Average (About 14% of schools in England) UNLOCK Well Below Average (About 5% of schools in England) Below Average (About 25% of schools in England) Average (About 48% of schools in England) Above Average (About 17% of schools in England) Well Above Average (About 5% of schools in England)
Bengarth Road

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. Improvements have been made in the areas identified at the previous inspection. Children’s learning in the early years is particularly strong. A significant improvement is the outdoor area, which is now well resourced and is enabling children to learn well. There has been some improvement in students’ results at A level and these are now in line with vocational subjects. The proportion of students studying A levels has increased and you and your leaders are continuing to focus on improving students’ achievement further in the sixth form. Learning in the early years and primary phases is a particular strength of the school. The buzz of activity, both inside the classrooms and in the outdoor area, reflects children’s high levels of engagement. During the inspection, we saw many examples of pupils responding very well to the high expectations of their teachers. The school is at the heart of its community. You and your leaders are excellent role models for showing the greatest care for all pupils in the school. The inclusive nature of the school is reflected in the way pupils in all phases respond to the opportunities available. Pupils appreciate the support they receive from staff and from their peers. Pupils told us about the sense of togetherness and one pupil said, ‘Teachers make sure no one is left behind.’ The strong sense of being an inclusive school is demonstrated further in the way pupils show respect for each other. They also show great respect for the young people who attend the special school which is located in the school building and who use the dining facilities. This results in a united school community where the core values of kindness, respect and honesty are shown in all aspects of school life. Safeguarding is effective. You and your leaders have ensured that safeguarding procedures are fit for purpose. You ensure that your arrangements for safeguarding are audited and you have responded appropriately to two recommendations. Procedures in place for recruiting staff meet statutory requirements and all pre-employment checks are rigorously followed. The single central record of staff suitability checks is well maintained. The school has effective systems for tracking safeguarding concerns and referrals. Leaders ensure that all cases are followed up swiftly and effectively. Relationships with local partners, for example the Somali advice bureau, are strong and enable the school to work well with families represented in the local community. The school is persistent in tackling cases with a range of agencies, with a clear focus on keeping children safe. You ensure that training for staff and governors is of high quality. This has included training on female genital mutilation and the ‘Prevent’ duty. During our meetings with staff, they demonstrated a clear understanding of their responsibility in keeping pupils safe and well cared for. Pupils told us that they feel safe and that staff look after them well. As one pupil said, ‘Everyone looks out for each other.’ This view was shared by many. Pupils are appreciative of the provision of counsellors and the support for their mental wellbeing. Inspection findings At the start of the inspection, we agreed four key lines of enquiry. The first key focus looked at how well leaders and governors ensure that pupils are safe and behave well. It also looked at the school’s use of exclusions. This was because the proportion of permanent exclusions over the past two years was above average. Furthermore, a high proportion of pupils left the school during key stage 4 during 2016 and 2017. We found that, both inside the classroom and around the school, pupils behave well. Pupils show great respect for adults and their peers. There are clear systems in place for behaviour and these are implemented consistently. Pupils reported that bullying is very rare and, when it occurs, it is dealt with well. You, together with governors, make sure that the exclusion policy is implemented effectively. You are determined to ensure that learning is not affected by disruptive behaviour and that the school is a safe community for all pupils. Professional judgement has been used appropriately by you, supported by governors, when decisions have been made to implement the exclusion policy.

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 2020, ONS
(020) 8825 5511

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.

Alec Reed Academy Reviews

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