Ashlyns School
Catchment Area, Reviews and Key Information

Secondary
Post 16
PUPILS
1399
AGES
11 - 18
GENDER
Mixed
TYPE
Foundation school
SCHOOL GUIDE RATING
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Can I Get My Child Into This School?

Enter a postcode to see where you live on the map
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Very Likely
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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
0300 123 4043

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
(9/5/18)
Full Report - All Reports
67%
NATIONAL AVG. 60%
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)

School Results Over Time

2017 2018 2019 UNLOCK

% of pupils who achieved 5+ GCSEs grade 9-4
2017 2018 2019 UNLOCK

% of pupils who achieved GCSE grade 5 or above in both English and maths
2017 2018 2019 UNLOCK

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

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

Chesham Road
Berkhamsted
HP4 3AH
01442863605

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You and your senior colleagues have led the school with determination, care and integrity. A very large majority of pupils, staff, parents and carers recognise and appreciate the way you have created a learning environment in which pupils can thrive. The school has continued to improve since the previous inspection. The overall progress that pupils make at key stage 4 has, on average, been consistently in line with, or better than, the progress made by pupils nationally. Students make similar overall progress in the sixth form. You have been determined to fulfil the school’s espoused commitment to help all pupils ‘aspire and achieve’. Pupils are incredibly proud of their school and clearly enjoy attending. They value the school’s unique blend of buildings, combining considerable history and character with modern sports facilities. As a result, they move around the site in a calm and orderly fashion and treat their facilities with care and consideration. They wear their uniforms smartly and they are very polite and courteous to adults and each other. They wholeheartedly engage in a very wide range of extra-curricular opportunities. Teaching continues to improve. There is an industrious, purposeful and productive atmosphere in all lessons. Pupils work diligently, reflectively and with enthusiasm. Teachers consistently create and sustain constructive, trusting relationships. Pupils are confident in contributing to lessons and they ask and answer questions articulately. They are never afraid of being wrong. Overwhelmingly, they maintain neat, clear, written records of their work which will aid future revision. You and your senior colleagues have focused appropriately on following the recommendations made in the previous inspection report. You have worked very successfully to improve behaviour and the school’s behaviour policy is applied consistently. It is now extremely rare for any pupil’s learning to be disrupted by the behaviour of others. Teachers use questioning skilfully to explore and strengthen pupils’ understanding and they effectively use detailed assessment information to plan their lessons. You are certainly not complacent, and school leaders and governors are ambitious to improve the school further. The school’s self-evaluation is thorough and perceptive and school leaders have established detailed plans to work towards the targets identified, such as ensuring that the remaining inconsistencies in the performance of different subject departments can be eliminated. Most importantly, you are very conscious that, over time, disadvantaged pupils at the school have not achieved as well as they should. All school leaders are clear that current strategies, which are successfully accelerating the progress of disadvantaged pupils currently in the school, need to continue to be implemented with rigour and consistency. Safeguarding is effective. Leaders, including governors, have successfully focused on ensuring the safety and well-being of pupils, and this has contributed to the creation of a vigilant and transparent culture of safeguarding. The leadership team has ensured that all safeguarding arrangements are fit for purpose and records are detailed and of high quality. All staff and governors have had relevant safeguarding training which is regularly updated. Staff are clear that no concern is too small to report, and all concerns are followed up methodically. Effective use is made of an electronic system of collating and storing records. Staff make referrals to external agencies that are timely and appropriate. Information is shared effectively with parents when it is appropriate, and constructive working relationships with other agencies help to keep pupils safe. Links with agencies concerned with mental well-being are particularly well developed. Opportunities for developing pupils’ understanding of how to stay safe are successfully threaded through the curriculum. These are found in assemblies, tutorial periods and lessons throughout the school. This includes helping pupils to deal with any risks they may routinely face, including the use of the internet and social networking sites. A very large majority of pupils and parents say that pupils feel very safe at the school. Pupils are very confident that there are adults at school they can talk to if they need advice and that the school will deal effectively with any concerns they report.

Ashlyns School Parent Reviews



Average Parent Rating

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“Unacceptable”

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"> Went to the sixth form there, terrible art department, poor teaching, little support, did not pick up on the fact that I had a learning disorder. Consider other sixth form colleges if wanting to do creative subjects.
unlock % Parents Recommend This School
Strongly Agree 58% Agree 37% Disagree 2% Strongly Disagree 3% Don't Know 0% {"strongly_agree"=>58, "agree"=>37, "disagree"=>2, "strongly_disagree"=>3, "dont_know"=>0} Figures based on 444 responses up to 10-05-2018
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Figures based on 444 responses up to 10-05-2018

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Figures based on 444 responses up to 10-05-2018

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Figures based on 444 responses up to 10-05-2018

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Figures based on 444 responses up to 10-05-2018

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Figures based on 444 responses up to 10-05-2018

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Figures based on 444 responses up to 10-05-2018

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Figures based on 444 responses up to 10-05-2018

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Figures based on 444 responses up to 10-05-2018

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Figures based on 444 responses up to 10-05-2018

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Figures based on 444 responses up to 10-05-2018

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Figures based on 444 responses up to 10-05-2018

Responses taken from Ofsted Parent View

Your rating:
Review guidelines
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  • Don't go in to detail about specific staff or pupils. Individual complaints should be directed to the school.
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