Campsmount Academy
Catchment Area, Reviews and Key Information

Secondary
Post 16
PUPILS
791
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, ONS
01302 737204

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
(19/09/2023)
Full Report - All Reports
46%
NATIONAL AVG. 38%
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 15% of schools in England) Below Average (About 18% of schools in England) Average (About 35% of schools in England) Above Average (About 16% of schools in England) Well Above Average (About 16% of schools in England)

School Results Over Time

2019 2022 2023 2020 Covid-19 2021 Covid-19 UNLOCK

% of pupils who achieved 5+ GCSEs grade 9-4
2019 2022 2023 2020 Covid-19 2021 Covid-19 UNLOCK

% of pupils who achieved GCSE grade 5 or above in both English and maths
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Ryecroft Road
Norton
Doncaster
DN6 9AS
01302700002

School Description

The governors, principal and staff team are committed to their pupils. They are determined to maintain the inclusive ethos of Campsmount as a school for the whole community. However, they know they have more to do to support pupils in making positive behaviour choices. Leaders have a range of provision in place for pupils experiencing periods of poor mental health. Pupils value the support offered by the mental health and well-being support programmes leaders have put in place. Pupils would like leaders to make it easier to access this help in school. While most pupils are focused and enjoy the well-planned curriculum, a small number of pupils do not meet the school’s expectations around acceptable behaviour. At times, these pupils show limited respect for their peers, school staff or the facilities of the school. Some pupils, teachers and parents find these poor behaviours frustrating. They would like things to change. Although leaders have attempted to improve levels of attendance, too many pupils in key stages 3 and 4, as well as many students in the sixth form, do not come to school regularly enough. What does the school do well and what does it need to do better? Senior leaders have worked with subject leaders to develop new approaches to curriculum organisation. Teachers have reviewed what they want pupils to learn and the order of lessons. Curriculum plans support teachers, including early career teachers, to know what to teach next. In lessons, teachers check that pupils understand the most important concepts and give purposeful support if a misconception occurs. Checks that pupils are remembering the most important knowledge in the long term are established in some subjects, including English. In other subjects, the thinking around assessment, especially at key stage 3, needs to have a sharper focus on what leaders want pupils to know and remember more. Too many teachers currently rely on broad tasks usually associated with the end of GCSE study. A wide range of subjects are studied in this school, including in the sixth form. Pupils like this choice and feel it gives them the right support for taking their next steps. Pupils with special educational needs and/or disabilities (SEND) access the same curriculum as their peers. Teachers know the needs of pupils with SEND well. They make good use of the guidance provided to adapt planning and resources where necessary. Leaders have begun to establish approaches to support pupils to develop highquality reading. In history, for example, pupils use well-planned strategies to consider the ideas of historians. They read challenging sources from the past. A range of support is in place for pupils who are developing their reading fluency. A Inspection report: Campsmount Academy 22 and 23 March 2022 2 phonics-based reading scheme is in place to support pupils who are still in the very early stages of reading. Pupils in Year 7 enjoyed the books they received for Christmas from the staff. However, within the school, pupils’ access to books to be read for pleasure is limited. The academic offer in the sixth form is strong and is delivered well. Students have a sound knowledge of what they have been taught and are confident to apply this to increasingly complex work. While students enjoy their lessons, other aspects of the sixth form need improvement. Lessons outlining post-18 options, courses and life skills are not well planned or delivered. Too many sixth-form students are not developing good habits of attendance, and leaders need to do more to address this. In most lessons, the behaviour of pupils is calm and studious. The majority of pupils are respectful to each other and their teachers and are proud to discuss their work and learning. At social times and around the school, most pupils are polite and enjoy seeing their friends. Pupils are confident that any bullying is dealt with. There are, however, a small minority of pupils who do not follow the school’s behaviour code. Some pupils and their parents feel that actions by staff and leaders are not dealing with these incidents of poor behaviour effectively enough. Leaders have refined systems around poor conduct in and outside of lessons. However, they acknowledge there is still work to do in this priority area. Aspects of this refreshed approach have not been popular with some pupils. Some staff are also finding the implementation of the new systems challenging and feel they need more support from leaders. Improving the attendance of key groups of pupils is a priority for leaders. They have rightly identified the high levels of absence in several year groups as a concern and have a range of strategies in place to establish positive attendance habits, including working with local agencies to support the mental health of young people. There now needs to be greater consistency of approach and follow-through of clear stages of response. The school has a dedicated pastoral team and an appropriate personal development programme. The personal, social and health education offer has supported pupils in developing a strong understanding of healthy relationships, as well as online safety. Leaders have prioritised pupils’ mental health. The carefully planned support for pupils’ mental health and well-being are strengths of the school. Leaders have taken steps, via the revised tutorial programme and work with local specialists, to address the use of discriminatory language by a small number of pupils. The extra-curricular offer is popular, and many clubs and activities are available for pupils to enjoy. Many pupils gain their Duke of Edinburgh’s Awards. However, pupils in the sixth form do not have the same breadth of opportunity. Leaders know they have work to do to improve the offer to the oldest pupils beyond the subjects which they study. Leaders from the trust have invested time in developing the role and knowledge of governors. This training has supported governors in asking increasingly challenging questions of school leaders that are purposeful and appropriate. To help monitor Inspection report: Campsmount Academy 22 and 23 March 2022 3 school improvement, governors have also put in place a system to gain an objective external view of the school.

Campsmount Academy Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>28, "agree"=>42, "disagree"=>13, "strongly_disagree"=>17, "dont_know"=>0} UNLOCK Figures based on 95 responses up to 13-11-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>27, "agree"=>45, "disagree"=>12, "strongly_disagree"=>11, "dont_know"=>5} UNLOCK Figures based on 95 responses up to 13-11-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>20, "agree"=>42, "disagree"=>17, "strongly_disagree"=>14, "dont_know"=>7} UNLOCK Figures based on 95 responses up to 13-11-2023
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>59, "strongly_agree"=>8, "agree"=>5, "disagree"=>12, "strongly_disagree"=>12, "dont_know"=>4} UNLOCK Figures based on 95 responses up to 13-11-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>22, "agree"=>39, "disagree"=>25, "strongly_disagree"=>11, "dont_know"=>3} UNLOCK Figures based on 95 responses up to 13-11-2023
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>23, "strongly_agree"=>21, "agree"=>21, "disagree"=>15, "strongly_disagree"=>17, "dont_know"=>3} UNLOCK Figures based on 95 responses up to 13-11-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>30, "agree"=>22, "disagree"=>13, "strongly_disagree"=>26, "dont_know"=>9} UNLOCK Figures based on 23 responses up to 13-11-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>35, "agree"=>40, "disagree"=>8, "strongly_disagree"=>5, "dont_know"=>12} UNLOCK Figures based on 95 responses up to 13-11-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>31, "agree"=>40, "disagree"=>14, "strongly_disagree"=>11, "dont_know"=>5} UNLOCK Figures based on 95 responses up to 13-11-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>26, "agree"=>39, "disagree"=>16, "strongly_disagree"=>13, "dont_know"=>6} UNLOCK Figures based on 95 responses up to 13-11-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>28, "agree"=>61, "disagree"=>4, "strongly_disagree"=>3, "dont_know"=>3} UNLOCK Figures based on 95 responses up to 13-11-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>37, "agree"=>55, "disagree"=>2, "strongly_disagree"=>5, "dont_know"=>1} UNLOCK Figures based on 95 responses up to 13-11-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>24, "agree"=>29, "disagree"=>17, "strongly_disagree"=>17, "dont_know"=>13} UNLOCK Figures based on 95 responses up to 13-11-2023
Yes No {"yes"=>68, "no"=>32} UNLOCK Figures based on 95 responses up to 13-11-2023

Responses taken from Ofsted Parent View

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