Belfairs Academy
Catchment Area, Reviews and Key Information

Secondary
Post 16
PUPILS
1497
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
01702 215 000

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
(24/11/16)
Full Report - All Reports
58%
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

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

Highlands Boulevard
Leigh-on-Sea
SS9 3TG
01702509000

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You lead the school with passion, clarity of mission and a vision to improve the lives of all your pupils. Your leadership and that of your team is successfully establishing a culture of excellence. The improvements that you have made since your arrival are now seen in the positive achievement of current pupils. You, your leaders and your staff demonstrate a commitment to high expectations and for most pupils this is demonstrated in their examination results. You demonstrated to us that you know your school well and have an accurate picture of where your strengths and weaknesses lie. You have taken and continue to take effective action to address the relative weaknesses you have found. You had pre-empted all the issues we identified from our pre-inspection analysis of the available information. The frustration for you is that the improved outcomes in some areas are only now beginning to appear. For example, historic performance information over time shows disadvantaged pupils consistently doing well in English compared to all pupils nationally with similar starting points, but less well than their peers in mathematics. Your internal monitoring suggests that this will no longer be the case with the current Year 11 because of the actions you are taking. In the past students in the sixth form were not making the progress that they should. Major changes to provision in the sixth form are now being reflected in outcomes for learners. At the previous inspection, the sixth form was judged to be less effective than the rest of the school. A short inspection does not provide enough evidence to change judgements, but we found no evidence to suggest that the sixth form is currently less effective than the rest of the school. In fact your actions and those of other leaders have brought about rapid improvement in the sixth form with strong evidence that these improvements are sustainable. Governors are highly supportive of your work. You have established a culture where pupils have excellent attitudes to learning. They are proud of their school, are self-disciplined and their conduct around the school is exemplary. Safeguarding is effective. You have developed a culture where staff and pupils understand their safeguarding responsibilities, systems and policies. Clear records demonstrate how well staff are inducted and regularly updated on child protection and safeguarding requirements. Staff are able to explain how referrals to partner agencies work. The climate of care and responsibility is clear. Staff and pupils’ views help shape and change policies. Pupils and staff feel safe. The school building and security systems help keep them secure. Pupils’ conduct around the school also adds to the safe environment as they behave very well around the site and ‘look out for each other’. The needs of children looked after are managed well. All statutory requirements for safeguarding are met. Inspection findings The progress of pupils across a range of subjects is close to or above average. English has a long and successful track record of above-average pupil progress and strong results. The picture in mathematics is more mixed. Historically disadvantaged pupils in the school have made as much progress as all pupils nationally given their starting points. However, in mathematics disadvantaged pupils have made markedly less progress than other pupils. The school’s teaching of and support for current pupils is resulting in pupil performance information suggesting that all pupils are now making similar progress. In 2016, Year 11 pupils gained notably strong outcomes in a wide range of subjects including health and social care, child development, hospitality and catering, English language, drama and physical education. During the inspection pupils’ behaviour was excellent. At change of lessons pupils moved around the school quickly and purposefully, allowing learning to get off to a good start. Ofsted’s online parent survey, Parent View, received 137 parent responses. Most agreed that the school deals well with behaviour, but 30% disagreed. We spoke to pupils about behaviour and they told us that even at its worst, instances were limited to ‘low-level disruption’ (their words) and even this was rare. We judged that this view of parents was not well founded.

Belfairs Academy Parent Reviews



unlock % Parents Recommend This School
Strongly Agree 24% Agree 53% Disagree 11% Strongly Disagree 11% Don't Know 1% {"strongly_agree"=>24, "agree"=>53, "disagree"=>11, "strongly_disagree"=>11, "dont_know"=>1} Figures based on 160 responses up to 18-03-2019
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Figures based on 160 responses up to 18-03-2019

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Figures based on 160 responses up to 18-03-2019

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Figures based on 160 responses up to 18-03-2019

unlock

Figures based on 160 responses up to 18-03-2019

unlock

Figures based on 160 responses up to 18-03-2019

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Figures based on 160 responses up to 18-03-2019

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Figures based on 160 responses up to 18-03-2019

unlock

Figures based on 160 responses up to 18-03-2019

unlock

Figures based on 160 responses up to 18-03-2019

unlock

Figures based on 160 responses up to 18-03-2019

unlock

Figures based on 160 responses up to 18-03-2019

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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Read the full review guidelines and where to find help if you have serious concerns about a school.
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