Bedminster Down School
Catchment Area, Reviews and Key Information

Secondary
School Guide Rating
Not Rated


Donald Road
Bedminster Down
Bristol
BS13 7DQ
01173532800
Pupils
1041
Ages
11 - 16
Gender
Mixed
Type
Academy converter
4 1 1 2 3 4
NATIONAL AVG. 2.08
Ofsted Inspection
(11/4/18)
Full Report - All Reports
47%
NATIONAL AVG. 60%
5+ GCSEs grade 9-4 (standard pass or above) including English and maths
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School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You have recruited a number of new teachers, particularly in mathematics, as well as middle and senior leaders. These appointments have strengthened the quality of teaching and learning in the school. Additionally, new trustees (governors) bring significant experience and expertise, which is increasingly holding leaders to account. You have successfully embraced the areas for improvement at the previous inspection. The introduction of ‘assess, plan, teach’ has increased the rigour of teachers’ planning of learning and their assessment. This is ensuring that pupils are clearer about what they need to do to improve their work. Working with other local schools, teachers are increasingly confident in the accuracy of their assessments of what pupils know, understand and can do. Raising aspirations has been a clear theme in recent years. Pupils are increasingly aware of the range of opportunities that are available to them in both their personal and social development and also the options open to them when they leave school. The school is a calm and orderly environment. In classes, pupils are ready to learn and routines clearly in place. Pupils and staff report that behaviour is significantly better than at the time of the previous inspection. Pupils remark that lesson times are now much more productive and as a result they are making more rapid progress. Inspection evidence confirms that pupils show positive attitudes to their learning and are making good progress. Safeguarding is effective. Leaders with specific responsibilities for safeguarding carry out their responsibilities diligently. They ensure that every member of staff is suitably trained in child protection, including particular issues that are pertinent to the school, for example in domestic violence. As a result, staff are quick to spot when pupils are distressed and potentially at risk of harm. Leaders are swift to involve other agencies, such as children’s social care, when necessary and appropriate. They are clear about the procedures for referring cases to the local authority and use the escalation policy effectively when they are not satisfied that pupils are being adequately protected. Your staff often go beyond the expectations of school staff to help families when they need support. The necessary checks are carried out on potential members of staff before they take up employment. However, the recording of these checks is not rigorous enough and some of the checks cannot be evidenced. Staff are aware of this and have started to strengthen these checks but there is more to do. Inspection findings You are acutely aware that the proportion of pupils completing the range of qualifications to achieve the English Baccalaureate has been low. This potentially places pupils, particularly the most able, at a disadvantage. You also recognise that boys have not achieved as highly as girls. You and your leadership team are fully committed to reforming the range and breadth of the curriculum. You have made some significant strides in this. Leaders and teachers have raised pupils’ expectations and organised high-quality careers guidance. Consequently, an increasing proportion of pupils now follow subjects which will qualify for the English Baccalaureate, including modern languages. However, this figure remains below the level seen typically nationally. Furthermore, pupils lack the breadth of knowledge that they need to be secure in their understanding and able to apply their knowledge in other scenarios. Your leaders are working on raising this further but the school’s work with parents and the local community has not yet been successfully embraced. New courses, including vocational qualifications in health and fitness and food and cookery, are engaging pupils in adopting a healthy lifestyle. Beyond the taught curriculum, a significant number of pupils are engaged in extra-curricular opportunities. The ‘Challenge24’ programme, for all pupils in Year 9, is building pupils’ range of experience and personal development. Boys’ attainment is increasing and as a result the gap between boys and girls is reducing. Inspection evidence shows that there are no significant differences in boys’ attitudes to learning although some lack the confidence to fully contribute in learning.

Bedminster Down School Catchment Area Map

This pupil heat map shows where pupils currently attending the school live.

Enter a postcode to see where you live on the map
heatmap example
Source:
All attending pupils
National School Census Data 2020
ONS
Pupil heat map key

How many pupils attending the school live in the area?

Many
Some
Few



The concentration of pupils shows likelihood of admission based on distance criteria

0117 903 7694

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.

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