Barnhill Community High School
Catchment Area, Reviews and Key Information

Secondary
Post 16
PUPILS
1506
AGES
11 - 18
GENDER
Mixed
TYPE
Academy converter
SCHOOL GUIDE RATING
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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 2021, ONS
(01895) 556644

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
(14/9/16)
Full Report - All Reports
62%
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

Yeading Lane
Hayes
UB4 9LE
02088390600

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. Following your appointment in September 2015 you took prompt and effective action to reverse an emerging downward trend in the school’s performance. Leaders have focused on the key areas identified as weaknesses at the last inspection. This has improved pupils’ performance and secured a good quality of teaching, learning and assessment. Furthermore, you have taken effective action to address other areas that you identified after joining the school. You have raised expectations for behaviour and for what pupils can achieve, particularly those from disadvantaged backgrounds. As a result, disadvantaged pupils now make much better progress and their attainment is improving. There is a more purposeful and effective culture for learning that pupils and staff recognise and appreciate. You have changed the structure of the curriculum so that it now allows all pupils to succeed. You and the school’s leadership team have an accurate understanding of the school’s current position. The school’s development planning accurately identifies areas for further improvement in order to realise leaders’ and governors’ lofty ambitions. The newly arrived head of school fully shares your highly aspirational vision and clarity of purpose for further school improvement. Recent leadership appointments have underpinned improved performance. Leaders have focused particularly sharply on the progress made by disadvantaged, White British and most-able pupils. You have drawn on links with local primary schools, including from within the Barnhill Partnership Trust, to develop fresh approaches to meeting pupils’ needs. For example, new schemes of work are now in place in English to ensure that Year 7 make a flying start. Inspectors observed teachers consistently using their knowledge of pupils’ needs to plan lessons that pupils enjoyed and in which they made good progress from their starting points. This reflects the whole-school approach aimed at raising aspirations and pushing the most able pupils towards the best grades. Leaders recognise where further improvement is needed in the sixth form and are realistic about the work still to do. Lower-attaining students, in particular, have underperformed historically because they were not on the best courses to meet their needs. The curriculum has now been reshaped and entry criteria reviewed in order to support students’ decision-making. More effective advice and guidance now accompany the new course offer. As a result, leaders expect the performance of students in academic subjects to rise quickly to match students’ strong performance in work-related subjects. Safeguarding is effective. Leaders and governors have ensured that the school’s arrangements for safeguarding and keeping pupils safe are robust. A governors’ audit of the school’s safeguarding procedures and an ongoing audit of the ‘Prevent’ duty have further enhanced school systems. The school’s pastoral, welfare and child protection teams work well with external agencies and within the school community so that issues are addressed quickly and effectively. Pupils know whom to go to with concerns and value the support that the school provides to help keep them safe. Pupils told inspectors about the effective training they have received through the personal, social and health education lessons on topics such as female genital mutilation and keeping themselves safe within their local communities. Pupils also told inspectors how instances of bullying are rare and, where they do occur, they are dealt with well by staff, reducing the risk to pupils’ welfare. The culture of safeguarding in the school builds from a secure understanding of the issues faced by the school and local community. Effective safeguarding training, encompassing the latest statutory guidance, supports staff to act swiftly and appropriately when necessary. Pre-employment checks made on staff’s suitability to work with children are carefully listed on the school’s single central record. Inspection findings Changes to the curriculum model mean that sufficient time is now allocated to all subjects, and courses lead to useful qualifications. Pupils’ progress improved last year at GCSE as a result, reversing the emerging downward trend. In science the most able, including the most able disadvantaged pupils, are now entered for three science GCSEs. This is already showing some success, with the first Year 10 cohort under this model making good progress in biology.

Barnhill Community High School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree 52% Agree 41% Disagree 6% Strongly Disagree 1% Don't Know 0% {"strongly_agree"=>52, "agree"=>41, "disagree"=>6, "strongly_disagree"=>1, "dont_know"=>0} Figures based on 69 responses up to 23-03-2022
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Figures based on 69 responses up to 23-03-2022

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Figures based on 69 responses up to 23-03-2022

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Figures based on 69 responses up to 23-03-2022

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Figures based on 69 responses up to 23-03-2022

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Figures based on 69 responses up to 23-03-2022

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Figures based on 21 responses up to 23-03-2022

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Figures based on 69 responses up to 23-03-2022

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Figures based on 69 responses up to 23-03-2022

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Figures based on 69 responses up to 23-03-2022

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Figures based on 69 responses up to 23-03-2022

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Figures based on 69 responses up to 23-03-2022

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Figures based on 69 responses up to 23-03-2022

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Figures based on 69 responses up to 23-03-2022

Responses taken from Ofsted Parent View

Your rating:
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