Chenderit School
Catchment Area, Reviews and Key Information

Post 16
11 - 18
Academy converter

How Does The School Perform?

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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Per month

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) UNLOCK Well Below Average (About 5% of schools in England) Below Average (About 25% of schools in England) Average (About 48% of schools in England) Above Average (About 17% of schools in England) Well Above Average (About 5% of schools in England)
Archery Road
Middleton Cheney
OX17 2QR

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. This is no mean feat, given the turbulence caused by the long-term illness and absence of several staff, including the deputy headteacher and head of the sixth form. In the face of these and other setbacks, you have maintained an unwavering focus on high standards. The school has a calm and purposeful feel, and pupils are keen to learn and do their best. You have successfully addressed the areas for improvement identified in the previous inspection report. You take a rigorous approach to monitoring the quality of teaching. Staff are very clear about your expectations. Consequently, the quality of teaching, learning and assessment is now more consistent across the school. For example, staff consistently follow the school’s assessment policy to provide useful feedback to pupils. Pupils told us that they find this helpful, because they know how well they are doing in different subjects. You have an accurate understanding of the school’s strengths and weaknesses and share these openly with governors. This open approach means that leaders and governors share a clear understanding of what the school is trying to achieve. Your development plan is ambitious but realistic; you act with determination to address any areas of weakness and ensure that the school continues to improve. Following the previous inspection, governors underwent training and changed how they worked, to ensure that they were better informed about the school’s performance. They keep a close eye on how successfully leaders implement the development plan, and are effective in holding you to account for the school’s continued success. The previous inspection identified that middle-ability pupils, and boys in particular, were not making fast enough progress in English and mathematics. You identified that in Year 9, these pupils were losing interest in their work and switching off. You have changed the curriculum so that pupils now begin their GCSE courses in Year 9. Our observations of learning and discussions with pupils confirmed that this change has been successful in ensuring that pupils are motivated and maintain an interest in their learning. Middle-ability pupils are now making better progress. Too few of the most able pupils reach the highest grades in their subjects. Leaders have introduced initiatives to make sure staff are clear about age-related expectations in different subjects and that pupils achieve mastery of their subjects. This is not fully developed, or embedded across the school. You are wisely cautious about making predictions for this year, but the school lacks a coherent strategy to ensure that all teachers can confidently ask challenging questions of the most able, or enable them to demonstrate their knowledge and understanding to secure the highest grades at GCSE examinations. Despite the staffing difficulties, staff remain supportive of the school’s aims and confirm that the school is improving under your leadership. Pupils are confident, friendly and engage well with visitors. They describe their school as ‘close knit’ and a ‘friendly community’. They benefit from opportunities to take part in extra-curricular activities, such as debating, sport and drama, which play a significant role in developing their confidence. The school is renowned for the quality of pupils’ art work and the gallery is an important, well-regarded feature. You have recognised the need to address well-being, stress and mental health issues. For example, sixth-form students recently took part in a ‘stress relief’ day to help them prepare for their forthcoming examinations. These are important first steps towards ensuring that there is a coherent programme of personal development in place for all pupils. However, the quality of personal, social, health and economic education (PSHE) varies considerably from class to class. Not all teachers ensure that this important subject is well delivered. Equally so, the ‘core’ programme in the sixth form offers students important opportunities to develop life skills, resilience and confidence. Students told us that it is sometimes dropped so that they have more time to prepare for examinations. The school’s pastoral team provides effective support to pupils who, for whatever reason, need some extra support or a listening ear. Not all pupils know about the excellent work they do, nor understand that they can access this service. This is true, too, of their parents.

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 2020, ONS
0300 126 1000

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.

Chenderit School Reviews

Average Rating:


“Decent comprehensive”
"> Overall it's been a positive experience for my child who has a strong preference for art. Child appears to be working at a good standard in academic subjects but probably won't know until mocks/GCSEs are taken. Child feels happy, safe and likes most of the teachers, which is very important. Some teachers seem great and very inspiring. Head teacher seems competent and efficient, could perhaps be more inspiring in my opinion. This is a visual arts academy and I believe that creativity should be expressed in everything it does: approach to teaching, creating a visually inspiring school environment and the website. I think this is an area that could be improved particularly the website which is not a good advert for the school. Also I detest the uniform; it doesn't promote the school image. School communicates well to parents and I do believe the staff care about my child as a whole person not just from an academic point of view. I would recommend this school but it's not necessarily the right school every child.
“Sadly overstretched school”
"> This used to be a fantastic school but now appears to be straining to cope. I have experienced teachers leaving with frequent disruption to classes. "Google translate" used for language homework which is poor in my opinion. Head teacher seems unable to inspire either pupils or staff. This once thriving school is looking tired, and the building is looking as stressed as the overstretched teachers. Such a shame as there are some great teachers.
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