Bridgemary School
Catchment Area, Reviews and Key Information

Secondary
PUPILS
698
AGES
11 - 16
GENDER
Mixed
TYPE
Academy sponsor led
SCHOOL GUIDE RATING
Not Rated

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
01962 847456

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
(25/2/20)
Full Report - All Reports
36%
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)

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

Wych Lane
Bridgemary
Gosport
PO13 0JN
01329319966

School Description

The improvements in the school seen at the last inspection were not sustained. In recent years pupils have not performed well in their GCSEs. Older pupils still have gaps in their knowledge. The school has improved over the last year. Leaders are determined that ‘learners in Gosport deserve and can achieve the very best’. They are improving the range of subjects that pupils can study. Subject leaders are planning in more detail what pupils will learn over time. Training for teachers is helping them to focus on making sure that pupils understand and remember more of what they learn. Pupils value the careers guidance they receive. Most continue in education or training when they leave the school. Pupils mostly feel happy and safe in school. They say that behaviour is better than it was. Around school and outside it is generally calm, although low-level disruption sometimes interrupts learning in class. Pupils shows tolerance and respect towards one another. Occasionally, bullying occurs but staff deal with it if they are made aware. Pupils know that there are staff who are there for them if they have any concerns. As one parent commented, ‘Very approachable, kind and caring staff who I am very grateful to.’ What does the school do well and what does it need to do better? The executive headteacher has a clear picture of what needs to improve. She knows the challenges that need to be overcome. She has prioritised improving the quality of education on offer. Many subject leaders are new to post this year. They have gone back to the drawing board with curriculum design. As yet, planning is variable between subjects. For example, in history and technology, curriculum plans determine what pupils need to learn and in what order. This helps pupils remember what is taught for their future learning. In other subjects, curriculum planning is still under development. Assessment focuses more on checking against examination criteria than checking if pupils have learned and remembered important information along the way. In the past, the range of subjects of offer has not been wide enough or ambitious for pupils’ futures. This is changing, so more pupils are now learning a language to GCSE level. In addition, a music teacher has been appointed for next year. Teaching is better than it was in the past and so, in turn, is pupils’ learning. Even so, across subjects, older pupils have gaps in knowledge and understanding from the past. Teachers are working hard to tackle this to help pupils to be successful in their examination at the end of Year 11. Sometimes, however, pupils are overreliant on the teacher when faced with challenging work. Inspection report: Bridgemary School 25–26 February 2020 2 Better teaching is also improving learning for pupils with special educational needs and/or disabilities (SEND). Leaders are making sure that pupils with weak reading and writing skills get extra support to help them catch up, but it is too early to see impact. Pupils’ attitudes and behaviour have not been good enough in the recent past. This is changing as teaching has improved and staff have greater expectations of behaviour. As a result, pupils are more focused on their learning in lessons. Attendance is improving but remains below the national average. Leaders have increased extra-curricular opportunities for pupils. For example, pupils can attend contemporary dance and arts activities. Pupils enjoy their experiences in the science, technology, engineering, art and mathematics (STEAM) project. Leaders weave in the development of pupils’ spiritual, moral, social and cultural understanding. For example, pupils deepen their cultural awareness by the exploration of artwork. Pupils understand how to stay healthy and active. Governors are ambitious for pupils. They recognise that the curriculum was too narrow in the past. Trust leaders acknowledge that the trust was slow in responding to the decline in standards. Both trust officers and governors are challenging leaders more effectively to ensure that their vision is translated into reality for Bridgemary pupils. Teachers value the training and support they receive.

Bridgemary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree 32% Agree 48% Disagree 10% Strongly Disagree 6% Don't Know 3% {"strongly_agree"=>32, "agree"=>48, "disagree"=>10, "strongly_disagree"=>6, "dont_know"=>3} Figures based on 31 responses up to 25-02-2020
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Figures based on 31 responses up to 25-02-2020

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Figures based on 31 responses up to 25-02-2020

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Figures based on 31 responses up to 25-02-2020

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Figures based on 31 responses up to 25-02-2020

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Figures based on 31 responses up to 25-02-2020

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Figures based on 10 responses up to 25-02-2020

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Figures based on 31 responses up to 25-02-2020

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Figures based on 31 responses up to 25-02-2020

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Figures based on 31 responses up to 25-02-2020

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Figures based on 31 responses up to 25-02-2020

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Figures based on 31 responses up to 25-02-2020

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Figures based on 31 responses up to 25-02-2020

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Figures based on 31 responses up to 25-02-2020

Responses taken from Ofsted Parent View

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