Brooke Hill Academy
Catchment Area, Reviews and Key Information

Primary
PUPILS
341
AGES
3 - 11
GENDER
Mixed
TYPE
Academy converter
SCHOOL GUIDE RATING
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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, ONS
01572 722577

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?

Good
NATIONAL AVG. 2.09
Ofsted Inspection
(07/11/2018)
Full Report - All Reports
60%
NATIONAL AVG. 60%
% pupils meeting the expected standard in reading, writing and mathematics



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Progress Compared With All Other Schools

UNLOCK Well Below Average (About 9% of schools in England) Below Average (About 9% of schools in England) Average (About 67% of schools in England) Above Average (About 6% of schools in England) Well Above Average (About 9% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 9% of schools in England) Average (About 67% of schools in England) Above Average (About 6% of schools in England) Well Above Average (About 8% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 11% of schools in England) Average (About 59% of schools in England) Above Average (About 11% of schools in England) Well Above Average (About 9% of schools in England)
Brooke Road
Oakham
LE15 6HQ
01572724214

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You, together with governors and the academy trust, are committed to improvement. Together with the executive headteacher and senior leaders, you provide staff with ongoing support and guidance to help them to do their jobs well. You enable staff to share expertise and experience with others within the school and across other schools in the academy trust. You provide an interesting curriculum with plenty of opportunities for pupils to develop creative and technical skills. The pupils I spoke with during the inspection told me that they enjoy school. They were very keen to show how they use technology to share their learning with each other and with their parents. Pupils very willingly take on responsibilities such as being house captains, members of the ‘Games Squad’ and members of the school council, to help each other and the school. Parents are positive about the school’s work. They value the range of experiences provided, typified by this parental comment, ‘The school focuses on and delivers a broad curriculum and teaches our children to be well-rounded, independent, respectful and culturally-aware children.’ Throughout the school, staff use topics well to stimulate pupils’ interest and to promote their writing. For example, when we visited lessons, pupils in a Year 5/6 class told me some interesting facts about the Vikings which staff used skilfully to develop vocabulary and exciting writing. Pupils are expected to use what they know about grammar, punctuation and spelling whenever they write. In most cases, staff develop pupils’ writing skills systematically and challenge pupils to improve. However, this is stronger in key stage 2 than it is in key stage 1. Your evaluation of how well pupils do by the end of each key stage leads you to determine the school’s main priorities. For example, you have reorganised and unified the teaching of phonics to ensure a consistent approach. Your modification of the mathematics curriculum means there is a whole-school emphasis on promoting pupils’ mastery of mathematics through practical activities. You and other school leaders check pupils’ learning in all subjects in order to provide an effective curriculum. You and your staff have maintained and improved good outcomes by the end of early years, with an increase in the proportion of boys reaching a good level of development. Your current focus is to make sure that children’s skills are built upon well during key stage 1. Although staff share information about children’s progress, some tasks are not yet well enough pitched to enable them to move quickly on from what they already know and can do. At the time of the previous inspection, leaders were asked to provide more opportunities to improve pupils’ understanding of cultural diversity beyond the school. You have addressed this well. You have revised the teaching of religious education in order to deepen pupils’ knowledge of a range of faiths. Your links with a partner primary school within the academy trust enable pupils to work alongside others from backgrounds and faiths that are different to their own. When I asked pupils about important values, such as respect and tolerance, they showed good understanding, illustrated by this comment, ‘Our appearances and personalities may be different but, basically, we are all the same.’ Safeguarding is effective. Leaders, governors and academy trustees ensure that the school’s systems and safeguarding arrangements are fit for purpose. The designated leaders for safeguarding maintain good lines of communication with each other. They work well with external agencies to resolve any child protection issues that may arise. Staff are well informed and know what to do if they have any concerns over pupils’ welfare. They receive regular training and updates. The school carries out the necessary checks on adults who work with pupils. Pupils say that they feel safe. They know about the different forms that bullying may take but say that it is not a problem in their school. Pupils say that they know who to speak to if they have any worries. Leaders make sure that safety issues, including e-safety, are addressed regularly by the curriculum. Visitors from outside agencies, such as the NSPCC, and local services including the police force, provide extra guidance for pupils. This, together with visits to outside locations such as the Warning Zone, raises pupils’ awareness of any hazards they might encounter outside school. Inspection findings While the percentage of children reaching a good level of development by the end of early years is on an upward trend, there is some variation in how well children’s learning is built upon when they move to key stage 1. Over time, outcomes in writing by the end of key stage 1 have been weaker than in reading and mathematics. The school’s most recent information and work in books show improvement, with more pupils working at greater depth than previously. However, there is room for greater challenge and a more systematic approach to help pupils to achieve the higher levels. The school’s information shows that improvements made to the teaching of phonics are resulting in more pupils than previously reaching the expected standard in Year 1. In 2018, the school’s information shows a marked improvement in the percentage of Year 2 pupils achieving greater depth in mathematics. This was helped by leaders’ efforts to ensure that pupils put their learning into practice. Differences in performance between groups of pupils are reducing. Leaders regularly check the progress made by various groups, including boys, girls and those from disadvantaged backgrounds. They use the information to provide extra support for those in danger of falling behind, with a positive effect on pupils’ academic achievement. Leaders’ actions to improve the curriculum and nurture good community links beyond the school provide a range of experiences to promote pupils’ understanding of culturally diverse modern Britain. Next steps for the school Leaders and those responsible for governance should ensure that: children’s learning in the early years is built upon strongly in key stage 1 staff provide tasks that enable a greater proportion of key stage 1 pupils to reach the higher levels in writing. I am copying this letter to the chair of the board of trustees and the chief executive officer of the multi-academy trust, the regional schools commissioner and the director of children’s services for Rutland Council. This letter will be published on the Ofsted website. Yours sincerely Vivienne McTiffen Ofsted Inspector Information about the inspection During the inspection, I met with you, the executive headteacher and staff. We looked at the school’s progress information and work in pupils’ books. We visited some classes together to observe the teaching of phonics, writing and mathematics. I met the chair of the local governing body and three other governors. I spoke to pupils during lessons about their work. I also met with a group of pupils and they showed me examples of their writing in topics, science and religious education. I listened to pupils read and I observed activities at lunchtime. I took into account the 58 responses to Ofsted’s online questionnaire, Parent View, and written comments submitted by parents. I analysed the 18 responses to the questionnaire completed by staff. I scrutinised the single central record of recruitment checks, looked at documentation relating to safeguarding and discussed the school’s safeguarding procedures with you and staff. I also looked at the school’s self-evaluation and the school development plan.

Brooke Hill Academy Parent Reviews



Average Parent Rating

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“Mostly very happy”

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"> Mostly, I am really happy with this school. I have 3 sons - my eldest 2 are in the main school and my youngest is in the nursery there. I'll assess each area separately: The nursery - I cannot recommend this highly enough. My 3 year old loves it so much that every day he begs to go there, even when he isn't going that day! He even turned down a day out at a local "theme park" with his grandparents because he did not want to miss the nursery day! It is a very kind and caring nursery - the staff form wonderful close bonds with the children and work really hard with them to help them to develop at their own pace and to make sure that they are happy. My middle son also attended this nursery, and we found it was the same for him showing that the level of care has been consistent over a number of years. My middle son is currently in year 2 and my eldest is in year 6. My eldest enjoys going to school and on the whole is very happy there. He has a nice group of friends, no issues/experiences of bullying and academically is doing very well (performing above the expected level for his age). The school are great at bringing out a child's natural talents and have really helped him to show what he can do. My middle son has a different experience of school. He has never enjoyed going to school but this year has been particularly unhappy. However his teachers have been superb at trying to work with us to get to the bottom of what the problem is and we do seem to be making progress. He is an extremely clever boy who does very well academically and the school consistently stretch him as he needs to feel challenged or he starts to misbehave. He has had a number of behavioural challenges and his teachers have all been wonderful at recognising that his brain works in a different way (the way one of his teachers described it to me) to the majority of kids - and have adapted their styles with him to make certain that he knows the rules and the implications of breaking them. They also put him into a sensory circuits class in the morning before his lessons start for the day and this had a massive, positive impact on him. All in all, it is a great school. The teachers are wonderful - they seem to really care about the children and work so hard to get the best out of them. The reason I have not given it 5 stars is because I have noticed it going downhill a little since they became a federation with a local village school. The federation doesn't seem to work in the favour of our school on the whole and a few things just don't seem as good as they used to be. For one thing, there has been no consistency in who is running the school or who you talk to if you have an issue as the headmistress became the executive head of both schools and started spending more time at the other school. The other thing we haven't been happy with is they seem to be increasing the number of school trips per child each year (and even in different year groups they all seem to be at the same time). It is as if they think the parents are all made of money and can afford to keep on paying out for these. I know that if you qualify for certain benefits those parents don't have to pay - but sadly for the rest of us who are killing ourselves working multiple jobs these constant, additional costs are taking their toll.
unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>38, "agree"=>42, "disagree"=>14, "strongly_disagree"=>6, "dont_know"=>0} UNLOCK Figures based on 65 responses up to 20-03-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>49, "agree"=>43, "disagree"=>5, "strongly_disagree"=>3, "dont_know"=>0} UNLOCK Figures based on 65 responses up to 20-03-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>25, "agree"=>52, "disagree"=>14, "strongly_disagree"=>3, "dont_know"=>6} UNLOCK Figures based on 65 responses up to 20-03-2024
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>58, "strongly_agree"=>3, "agree"=>12, "disagree"=>9, "strongly_disagree"=>8, "dont_know"=>9} UNLOCK Figures based on 65 responses up to 20-03-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>34, "agree"=>51, "disagree"=>14, "strongly_disagree"=>2, "dont_know"=>0} UNLOCK Figures based on 65 responses up to 20-03-2024
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>20, "strongly_agree"=>29, "agree"=>18, "disagree"=>15, "strongly_disagree"=>12, "dont_know"=>5} UNLOCK Figures based on 65 responses up to 20-03-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>33, "agree"=>17, "disagree"=>42, "strongly_disagree"=>8, "dont_know"=>0} UNLOCK Figures based on 12 responses up to 20-03-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>31, "agree"=>43, "disagree"=>12, "strongly_disagree"=>2, "dont_know"=>12} UNLOCK Figures based on 65 responses up to 20-03-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>34, "agree"=>45, "disagree"=>14, "strongly_disagree"=>3, "dont_know"=>5} UNLOCK Figures based on 65 responses up to 20-03-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>23, "agree"=>49, "disagree"=>20, "strongly_disagree"=>6, "dont_know"=>2} UNLOCK Figures based on 65 responses up to 20-03-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>43, "agree"=>40, "disagree"=>8, "strongly_disagree"=>0, "dont_know"=>9} UNLOCK Figures based on 65 responses up to 20-03-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>54, "agree"=>40, "disagree"=>5, "strongly_disagree"=>2, "dont_know"=>0} UNLOCK Figures based on 65 responses up to 20-03-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>32, "agree"=>28, "disagree"=>18, "strongly_disagree"=>5, "dont_know"=>17} UNLOCK Figures based on 65 responses up to 20-03-2024
Yes No {"yes"=>65, "no"=>35} UNLOCK Figures based on 65 responses up to 20-03-2024

Responses taken from Ofsted Parent View

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