Carre's Grammar School
Catchment Area, Reviews and Key Information

Post 16
School Guide Rating

NG34 7DD
11 - 18
Academy converter
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 and Carre’s Grammar School remains a place where the strengths and talents of pupils and staff are highly valued. You and senior leaders have high expectations for your pupils and are committed to seeing each individual fulfil their potential. Middle leaders feel empowered to be strategic leaders due to your leadership of the school. Since the school’s previous inspection, the progress of pupils continues to be at the forefront of your vision. You have ensured that there is a strong focus on the development of the whole child and you and your staff encourage the pupils to be fully involved in the wider aspects of school life. Your ethos encourages pupils to be successful, enjoy learning and aim to achieve their potential. Pupils are confident and enthusiastic about being part of the school. Many pupils spoken to said that the school allows them to develop as students and is a ‘cool’ place to be. Punctuality to lessons is exemplary and the pupils’ desire to be on time and be part of their lessons is a strength of your school. Since the last inspection, you have continued to inspire and motivate leaders and your shared vision for continual improvement is embraced by them. Your approach to be an outward-facing school which collaboratively works with other schools within and beyond your multi-academy trust is a strength. You have rightly recognised that there is still work to do to ensure a collaborative approach to the joint sixth form, allowing for a smooth and informative transitional period for students joining Carre’s Grammar School as their base school for their post-16 education. You have worked closely with your staff to develop teaching and create more opportunities for pupils to be involved in active learning. This was seen in many lessons during this inspection. You acknowledge that more is to be done to challenge the most able pupils, including those who are disadvantaged, and you are determined to address this. Your new tracking system is yet to be fully effective. You and your middle leaders are beginning to use this system to monitor the attendance of pupils and the progress they make. Persistent absence is reducing due to your implementation of a new head of year structure. The heads of year are beginning to track pupils’ attendance and progress and they work with their tutor teams to ensure that improvement continues. However, the tracking of groups of pupils is still an area for development. You have identified that leaders need to work more closely with teachers to ensure that pupils’ progress and levels of persistent absence, in particular for disadvantaged pupils, is robustly monitored. Parents who responded to Ofsted’s online Parent View survey commented that they feel their children are encouraged towards, and are involved in, a range of extracurricular activities. Some parents expressed concerns that their children are not being ‘pushed’ in lessons, but feel the school is a ‘good’ school. You acknowledge that providing further challenge is an area for development for the school. Pupils who spoke with inspectors said that they feel bullying is rare at Carre’s Grammar School and that if it does ever occur it is dealt with rapidly by you and your staff. Safeguarding is effective. You and your senior leaders have created a culture of vigilance among your pupils and staff. Your own rapid actions to complete a safeguarding risk assessment and act upon its recommendations demonstrate that the welfare and safety of your pupils, staff and visitors to the school are paramount. Governors, staff and senior leaders are fully aware that safeguarding is everyone’s responsibility. The designated safeguarding leader (DSL) is tenacious and ensures that all staff are aware of current safeguarding updates and relevant training. You and your DSL take quick and effective action where there is a concern regarding pupils’ welfare. The DSL, in particular, works closely with parents and local agencies to ensure that pupils receive the support they require. You and senior leaders have ensured that all safeguarding arrangements are fit for purpose and that records are detailed and of high quality. Pupils at the school feel safe. Those who spoke with inspectors were unanimous in saying they are happy and well cared for in school. They are confident that adults within the school will help them if needed. Pupils spoke with a good knowledge and understanding about the ways that they can stay safe, for example when online.

Carre's Grammar 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

01522 782030

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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