Blatchington Mill School
Catchment Area, Reviews and Key Information

School Guide Rating
Not Rated

Nevill Avenue
11 - 16
Community school
4 1 1 2 3 4
Ofsted Inspection
Full Report - All Reports
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. Leaders and staff share a clear understanding of the school’s strengths and how to improve it further. You are a very reflective leader and, with the leadership team, you analyse and make careful and effective use of information to promote and track improvements. Leaders and the governing body accurately identify areas to improve while regularly reviewing the effectiveness of the actions that leaders and staff take. Governors support leaders well by focusing on particular areas for improvement through a ‘deep dive’ approach to scrutinising leaders’ work. There is a very honest relationship between your governing body and your leadership team and this promotes improvement well. Leaders have established a culture and ethos which is inclusive, caring and which fosters pupils’ good achievement. Pupils and parents recognise how the staff team supports and nurtures pupils well to succeed. Leaders have created a calm and wellorganised school where pupils are safe. Relationships between pupils are strong because all are taught to respect one another and diversity is celebrated. Pupils told us that your focus on rewarding pupils’ positive behaviour is encouraging more pupils to do the right thing. These actions have created powerful and positive working relationships between staff and pupils. As a result, most parents would recommend this school to others. Effective leadership of teaching means that the vast majority of pupils make good progress. This includes disadvantaged pupils. You rightly identify the strengths in middle leadership in English, mathematics and science as some of the main drivers in improving teaching and pupils’ achievement. The majority of pupils achieve well and attain outcomes that compare favourably with pupils nationally who have similar starting points. However, pupils who have special educational needs and/or disabilities could do better in some subjects. At the time of the last inspection, inspectors identified that more pupils could make outstanding progress if teachers made better use of information about pupils’ achievement when planning lessons. They also found that progress would accelerate if teachers allowed pupils greater opportunities to develop their thinking. You were also asked to ensure that pupils receive effective feedback on their written work in all subjects. GCSE results have improved significantly since the last inspection, in most subjects. This is because staff now use assessment information well to check pupils’ learning and match activities well to their different needs. Your new tracking system is helping staff well, to identify where pupils are on their ‘flight paths’ to achieve well over time and where further support may be required. Your teaching, learning and assessment policy helps teachers to plan how they support pupils to reflect on their learning, identify what needs to be improved, revisit their work and check their understanding of a topic. This is strengthening pupils’ knowledge and understanding. This approach is particularly strong in English and in mathematics. Safeguarding is effective. The arrangements for safeguarding are effective. All necessary checks are undertaken in the recruitment of staff and new staff are provided with appropriate safeguarding training. All staff receive regular updates including at the start of the school year. They are aware of the most up-to-date guidance on ‘Keeping children safe in education’ and know how to pass on any concerns. Governors regularly check school processes and systems for safeguarding. Pupils are taught well how to stay safe and say that they feel safe in school. Parents agree their children are well cared for and are safe at the school. There is a strong safeguarding culture. Inspection findings During the inspection, inspectors looked closely at safeguarding arrangements and pupils’ attendance. You correctly identified that the attendance of the disadvantaged pupils and those who have special educational needs and/or disabilities needs to improve further. You have strengthened the leadership of this area and ensured that all pupils are rewarded with ‘Passport’ points for attending school. This is beginning to have a positive effect on vulnerable pupils and some pupils’ attendance has improved as a result. Your leader responsible for special educational needs has identified the barriers affecting some pupils who have special educational needs and/or disabilities and created bespoke support programmes to improve their attendance. This is helping them attend school more often and is reducing persistent absence. However, you recognise that there is still work to be done to further improve the attendance of these vulnerable groups of pupils.

Blatchington Mill 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
All attending pupils
National School Census Data 2020
Pupil heat map key

How many pupils attending the school live in the area?


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

01273 293653

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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