Ash Green School
Catchment Area, Reviews and Key Information

Post 16
11 - 18
Academy converter

Can I Get My Child Into This School?

Enter a postcode to see where you live on the map
heatmap example
Sample Map Only
Very Likely
Less Likely

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, ONS
01926 410410

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?

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

Unlock The Rest Of The Data Now
We've Helped 20 Million Parents
  • See All Official School Data
  • View Catchment Area Maps
  • Access 2024 League Tables
  • Read Real Parent Reviews
  • Unlock 2024 Star Ratings
  • Easily Choose Your #1 School
Per month

Progress Compared With All Other Schools

UNLOCK Well Below Average (About 15% of schools in England) Below Average (About 18% of schools in England) Average (About 35% of schools in England) Above Average (About 16% of schools in England) Well Above Average (About 16% of schools in England)

School Results Over Time

2019 2022 2023 2020 Covid-19 2021 Covid-19 UNLOCK

% of pupils who achieved 5+ GCSEs grade 9-4
2019 2022 2023 2020 Covid-19 2021 Covid-19 UNLOCK

% of pupils who achieved GCSE grade 5 or above in both English and maths
2019 2022 2023 2020 Covid-19 2021 Covid-19 UNLOCK

% of pupils who achieved 3 A levels at AAB or higher
Ash Green Lane
Ash Green

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. Above-average attainment has been sustained across the majority of subjects at key stage 4, and rates of progress are good for most pupils. Those pupils who join the school with below the expected standards in literacy and numeracy for their age are well supported, and almost all catch up with their peers in Year 7. You took over as principal in September 2016 and there have been a number of staff changes since that time. You accept that there are still a number of improvements to be made at the school. You are determined that everyone has higher expectations of pupils. As a result, a culture of ambition is being built within the school community. You, the senior leaders and other leaders at the school have a shared vision and convincingly demonstrated drive, determination and capacity to improve the school. You identified that behaviour needed to be better when you arrived at the school. Following the introduction of a new behaviour policy, staff and pupils agree that standards of behaviour are now better. The school provides an orderly and welcoming ethos. Pupils are polite and courteous around the school. They were well behaved in the lessons we visited and engaged enthusiastically with their learning. The school is popular with pupils and their parents. A majority of parents agree that their children are well looked after and well taught, and make good progress at school. A large majority of parents who responded to the Parent View survey would recommend this school to other parents. Pupils are complimentary about the school. They value the support that they receive from teachers, which helps them to learn and achieve well. Staff are proud to work at the school. They feel well supported and enjoy their work. Staff and pupils agree that the school is a friendly and inclusive community, where everyone is valued. Inspectors in their last report noted that the school should make improvements in some aspects of teaching and learning. Since then, the school has implemented revised assessment procedures and leaders have worked hard to secure other improvements. You have introduced a teaching and learning development group to lead further improvements in teaching quality. They lead regular briefings, the sharing of best practice and coaching programmes. Continuing professional development is tailored to suit individual teachers’ needs. Weaker practice has been addressed through performance management procedures. Safeguarding is effective. You ensure that there is a strong culture of safeguarding within the school through the effective systems that are in place. Leaders, including governors, take their safeguarding responsibilities seriously. All safeguarding arrangements are fit for purpose. Detailed records are maintained. The school works closely with a range of other agencies when necessary and referral processes are robust and secure. All staff receive training across a range of areas, including training to keep pupils safe from extremism. Staff receive regular updates about safeguarding. Pastoral leaders and other staff work closely together to support vulnerable pupils. Pupils are taught about how to keep themselves safe from a variety of risks. Tutorial sessions, personal, social and health education lessons, and assemblies are used for this purpose. Pupils feel safe in school. They say that if bullying happens, it is reported and dealt with robustly. However, parental feedback shows that a few parents are concerned about how effectively leaders tackle bullying. Inspection findings Senior leaders and governors know the school well. They are aware of its strengths and of those areas that need to improve further. Governors provide effective challenge to leaders. They scrutinise information about achievement, attendance, behaviour and teaching and ask leaders searching questions. Examination results in 2016 showed that most pupils made good progress in English, mathematics and science. Disadvantaged pupils made progress in line with that of other pupils nationally. This is a noticeable improvement on the progress of disadvantaged pupils in 2015. It is the result of leaders, governors and staff working closely together to raise outcomes. The spending of pupil premium funding is effectively planned and evaluated by school leaders and governors. Pupils who have special educational needs and/or disabilities made more progress than those with similar starting points. You are aware that GCSE results in 2016 show that pupils with high prior attainment do not make as much progress as pupils from other starting points. The progress of these pupils has been made a priority in school development plans. Leaders have introduced more aspirational targets to ensure that all pupils aim for the highest levels of achievement. Teachers are expected to plan learning activities that provide additional challenge for high-ability pupils. Leaders carefully and robustly track pupils’ progress. The progress of different groups of pupils, including those who may be falling behind, is scrutinised in regular meetings between senior and middle leaders. Your analysis of assessment information shows that the large majority of current pupils in all years are making sufficient progress towards very challenging targets. Most pupils’ books showed high-quality work, in line with age-related and GCSE expectations. This supports the school’s evidence that pupils are currently making good progress You are keen to ensure that the school’s curriculum is aspirational, providing more opportunities for pupils to follow progression routes to university and apprenticeships. Plans are being implemented to enhance the broad curriculum that exists at key stages 3 and 4. More time has been allocated to core subjects in key stage 3, and planning to develop this part of the curriculum is ongoing. Pathways are being introduced at key stage 4 in order to more effectively meet the needs of different ability groups. Almost all key stage 4 pupils will follow the English Baccalaureate combination of subjects in future. Through extensive mapping, you ensure that pupils’ spiritual, moral, social and cultural development is delivered over a planned programme and throughout the curriculum. Fundamental British values are promoted well through a range of learning experiences. You provide a wide range of opportunities for pupils to learn outside the formal curriculum. Pupils are encouraged to raise funds for charities, and have opportunities to visit local businesses, theatres, universities, sports events and historical sites. International links with Ghana for sixth-form students are established, and a new link with China will see some pupils travelling there in the next few months. The Duke of Edinburgh’s Award scheme is popular and allows pupils to gain recognition at bronze, silver and gold levels. Since you arrived, the development of careers education and guidance has been given priority. New leadership of this area has had immediate impact, and provision in this area is now a strength. Pupils’ career preferences have been analysed and considered in the context of local labour market information. An extensive programme of activities enables pupils to understand their career options and to make the best decisions for their future education and training. This includes opportunities for advice from an independent careers adviser, advice about apprenticeship opportunities from business and a local college, and work experience for Year 10 pupils. You and your leadership team recognise that aspects of outcomes and provision in the sixth form continue to need improvement. New leadership of post-16 provision was established last May. The leadership capacity of the sixth form to bring about improvement to provision and outcomes has been strengthened as a result of these changes. Leaders recognise the importance of ensuring that post16 students follow the right courses in relation to their achievement and aspirations. New provision for careers education and guidance supports students’ choices in the sixth form and beyond. New monitoring procedures track the progress of pupils in Years 12 and 13 and interventions take place as required. Post-16 information is analysed alongside performance data from other years, and subject leaders are held accountable for current outcomes. Planned destinations of current students are more aspirational, with increases in applications for university and higher level apprenticeships. In lessons observed, pupils’ learning was enhanced through teachers’ high expectations. Teachers use progress information well to inform their planning, which is focused on meeting the different learning needs of those in each class. Good relationships exist in lessons, and pupils show positive attitudes to learning. Pupils work diligently and behave well. Pupils confirmed that this was the case in most lessons. Most pupils take pride in the presentation of their work. Attendance overall remains close to the national average. The attendance of disadvantaged pupils and of pupils who have special educational needs and/or disabilities is higher than the national average, and shows improving trends. Improving attendance has high priority in your development plans. You are committed to supporting individual pupils whose behaviour needs to improve. Where pupils are unable to meet the school’s high expectations of behaviour, a series of staged responses has been introduced. This includes behaviour plans and use of the internal inclusion unit. Despite this, the number of fixed-term exclusions remains too high. Leaders are aware of this and are taking urgent and effective action to address the problem.

Ash Green School Parent Reviews

Average Parent Rating


“A* school”

"> This school has turned my child's schooling totally around. They have an open door policy both to students and parents. Highly recommend.
“6th form not up to scratch”

"> In my opinion, the teaching is not up to date or good enough for the Art & Design BTEC course in the 6th form. Students' portfolios are not good enough for a a good uni application – as confirmed by a university professor during a recent application.
unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>19, "agree"=>44, "disagree"=>13, "strongly_disagree"=>22, "dont_know"=>2} UNLOCK Figures based on 212 responses up to 27-02-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>25, "agree"=>44, "disagree"=>14, "strongly_disagree"=>15, "dont_know"=>1} UNLOCK Figures based on 212 responses up to 27-02-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>16, "agree"=>41, "disagree"=>28, "strongly_disagree"=>10, "dont_know"=>5} UNLOCK Figures based on 212 responses up to 27-02-2024
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>45, "strongly_agree"=>10, "agree"=>15, "disagree"=>12, "strongly_disagree"=>13, "dont_know"=>5} UNLOCK Figures based on 212 responses up to 27-02-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>13, "agree"=>37, "disagree"=>25, "strongly_disagree"=>22, "dont_know"=>4} UNLOCK Figures based on 212 responses up to 27-02-2024
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>13, "strongly_agree"=>19, "agree"=>29, "disagree"=>19, "strongly_disagree"=>19, "dont_know"=>0} UNLOCK Figures based on 212 responses up to 27-02-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>14, "agree"=>20, "disagree"=>9, "strongly_disagree"=>54, "dont_know"=>3} UNLOCK Figures based on 74 responses up to 27-02-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>22, "agree"=>50, "disagree"=>11, "strongly_disagree"=>9, "dont_know"=>8} UNLOCK Figures based on 212 responses up to 27-02-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>22, "agree"=>42, "disagree"=>14, "strongly_disagree"=>18, "dont_know"=>4} UNLOCK Figures based on 212 responses up to 27-02-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>15, "agree"=>42, "disagree"=>21, "strongly_disagree"=>18, "dont_know"=>4} UNLOCK Figures based on 212 responses up to 27-02-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>18, "agree"=>55, "disagree"=>12, "strongly_disagree"=>9, "dont_know"=>6} UNLOCK Figures based on 212 responses up to 27-02-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>20, "agree"=>59, "disagree"=>7, "strongly_disagree"=>7, "dont_know"=>8} UNLOCK Figures based on 212 responses up to 27-02-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>13, "agree"=>38, "disagree"=>16, "strongly_disagree"=>18, "dont_know"=>15} UNLOCK Figures based on 212 responses up to 27-02-2024
Yes No {"yes"=>56, "no"=>44} UNLOCK Figures based on 212 responses up to 27-02-2024

Responses taken from Ofsted Parent View

Your rating:
Review guidelines
  • Do explain who you are and your relationship to the school e.g. ‘I am a parent…’
  • Do back up your opinion with examples or clear reasons but, remember, it’s your opinion not fact.
  • Don’t use bad or aggressive language.
  • Don't go in to detail about specific staff or pupils. Individual complaints should be directed to the school.
  • Do go to the relevant authority is you have concerns about a serious issue such as bullying, drug abuse or bad management.
Read the full review guidelines and where to find help if you have serious concerns about a school.
We respect your privacy and never share your email address with the reviewed school or any third parties. Please see our T&Cs and Privacy Policy for details of how we treat registered emails with TLC.

News, Photos and Open Days from Ash Green School

We are waiting for this school to upload information. Represent this school?
Register your details to add open days, photos and news.

Do you represent
Ash Green School?

Register to add photos, news and download your Certificate of Excellence 2023/24

*Official school administrator email addresses

(eg [email protected]). Details will be verified.

Questions? Email [email protected]

We're here to help your school to add information for parents.

Thank you for registering your details

A member of the School Guide team will verify your details within 2 working days and provide further detailed instructions for setting up your School Noticeboard.

For any questions please email [email protected]