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 pupilsNational School Census Data, ONS
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:
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.
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.
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.
The leadership team has maintained the good quality of education in the school since the last inspection. Your incisive leadership has enabled the school to improve significantly in recent years. You are supported by talented and enthusiastic senior leaders who know what the school does well and what could be even better. Leaders’ accurate evaluation of the school’s effectiveness informs carefully thought out and pertinent school improvement planning. All leaders have an unswerving focus on further improving outcomes for all pupils. As a result of your strong leadership, Brooksward School is moving rapidly from strength to strength. Pupils are enthusiastic ambassadors of the school. They talk animatedly about the different lessons that they enjoy, and their involvement in the many different clubs that are provided for them. Many spoke positively about the wider opportunities that support their learning, including a broad range of educational visits and trips. Pupils were unanimous that they enjoy learning at Brooksward School. Parents hold the school in high regard. Many commented upon how friendly and welcoming staff and pupils are, and noted the support provided when joining the school as new families. One comment, typical of many, stated: ‘Strong leadership and good teaching prevails. Building confident children is something at which Brooksward excels.’ Leaders have addressed successfully the areas for improvement identified at the last inspection. Learning is suitably challenging for pupils. Writing skills are taught effectively, as demonstrated by pupils’ strong achievement. Throughout the school, teaching assistants contribute well to pupils’ learning. Teaching is good throughout the school and leaders are unremitting in their desire to provide the very best education for all pupils. However, occasionally, some explanations in lessons are not precise enough, and pupils’ misconceptions are not picked up rapidly. You are aware of this, and ongoing professional development to develop the quality of teaching further remains a constant priority. You are also rightly making the development of the wider curriculum a priority to ensure that pupils have regular opportunities to experience demanding work in a range of subjects. Current pupils, including those who are disadvantaged, are making good progress in a range of subjects. Recent assessment information, at the end of key stage 2, demonstrates that most pupils make particularly strong progress in writing. Most children achieve a good level of development in the early years, and the expected standard in phonics at the end of Year 1. The most able pupils, and the most able disadvantaged pupils, achieve well throughout the school, with many achieving the highest standards in English and mathematics. Safeguarding is effective. You have ensured that rigorous systems are in place to keep pupils safe. All appropriate checks are made when recruiting new staff and recorded accurately on the school’s single central record. Staff receive timely training, which ensures that everyone knows what actions to take to safeguard pupils robustly. Your safeguarding leader is tenacious in her work with other local authority child protection professionals. She supports pupils very well in school, and is not afraid to challenge external help when provision is not good enough. Pupils report that they value your safeguarding lead’s support, with many commenting, ‘She is always there if you have a worry or concern’. Pupils know how to keep themselves safe. For example, they identified successfully the risks posed by sharing passwords, personal photographs, or details of their home address or school on social media. Your vital, regular e-safety learning activities ensure that pupils know that people online might not be who they say they are. Inspection findings During the inspection, we focused on how leaders ensure that disadvantaged pupils are supported to achieve well. We also scrutinised leaders’ work in enabling pupils to make effective progress in reading and writing. Lastly, we evaluated leaders’ work in promoting learning across the wider curriculum and ensuring that pupils are prepared well for life in modern Britain. You track carefully the progress made by disadvantaged pupils. Teaching addresses the needs of this group of pupils well and additional support is provided whenever necessary. Extra help, such as successful reading interventions, enables this group of pupils to achieve similarly to their peers nationally in a range of subjects. You ensure that the most able disadvantaged pupils are supported well to make effective progress. For example, in writing in the early years, targeted teaching enables this group of children to make rapid progress from their typically lower starting points. Teaching is adapted appropriately to ensure that disadvantaged pupils are able to catch up. Children’s emerging writing skills are developed effectively in the early years. For instance, a group of children were busy practising diligently their pencil grip and forming their letters. Children were supported well, enabling some to be able to write their own names accurately. You have introduced a successful strategy to teach phonics. A group of Year 1 pupils demonstrated a good ability to blend sounds together to make words. Afterwards, they were able to put into practice their vocabulary as they read stories together. The teaching of grammar is typically good. In Year 6, pupils were using embedded clauses to add interesting detail to their writing. One pupil commented: ‘You need to make sure your writing is full of information – and has cohesion that makes it flow,’ demonstrating a firm grasp of how to develop the work further. You ensure that pupils are exposed to a range of high-quality texts and authors, which they discuss enthusiastically and enjoy reading together with their class. Pupils read frequently, and are developing a palpable joy in high-quality literature. Occasionally, some teaching does not provide pupils with clear explanations. When this occurs, pupils sometimes misunderstand the learning, and others develop misconceptions that are not picked up swiftly by the teacher. You are rightly working to ensure that all teaching addresses these areas more effectively than currently. You ensure that pupils’ learning across a range of subjects is suitably broad and imaginative. For example, Year 2 pupils recently grew their own vegetables to make soup, building on learning in both science and design technology. However, learning is sometimes not demanding enough for pupils across the wider curriculum. This means that they cannot always reach the highest standards in a range of subjects. You are aware of this, and leaders and subject coordinators are working appropriately to develop further the school’s wider curriculum. Pupils have a sound understanding of British values. For example, they know that discriminating against a person on the grounds of the colour of their skin, religion, ethnicity or sexuality is wrong. They also know that electing their school council representatives, and voting for ‘class treats’ with their peers, are examples of democracy. As such, you ensure that pupils at Brooksward School are well prepared for life in modern Britain. Next steps for the school Leaders and those responsible for governance should ensure that: the wider curriculum enables pupils to achieve the highest standards in all subjects teachers’ explanations are consistently clear and concise, and pupils’ misconceptions are routinely identified and tackled swiftly.
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2015 GCSE RESULTSImportant information for parents
Due to number of reforms to GSCE reporting introduced by the government in 2014, such as the exclusion of iGCSE examination results, the official school performance data may not accurately report a school’s full results. For more information, please see About and refer to the section, ‘Why does a school show 0% on its GSCE data dial? In many affected cases, the Average Point Score will also display LOW SCORE as points for iGCSEs and resits are not included.
Schools can upload their full GCSE results by registering for a School Noticeboard. All school results data will be verified.
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