Chesterfield High School
Catchment Area, Reviews and Key Information

Secondary
Post 16
PUPILS
1290
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 2021, ONS
0845 140 0845

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?

4 1 1 2 3 4
NATIONAL AVG. 2.08
Ofsted Inspection
(12/4/18)
Full Report - All Reports
59%
NATIONAL AVG. 60%
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 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)

School Results Over Time

2017 2018 2019 UNLOCK

% of pupils who achieved 5+ GCSEs grade 9-4
2017 2018 2019 UNLOCK

% of pupils who achieved GCSE grade 5 or above in both English and maths
2017 2018 2019 UNLOCK

% of pupils who achieved 3 A levels at AAB or higher

These results over time show historic performance for key exam results. We show pre-pandemic results as the fairest indicator of whether performance is up, down or stable

Chesterfield Road
Crosby
Liverpool
L23 9YB
01519246454

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You, alongside your leadership team, have created a culture of high expectations. You are ambitious for pupils, students and staff alike. ‘For everyone the best’ is your mantra. You are committed to ensuring that staff develop professionally. Staff are proud to work at the school and they feel highly valued. Staff benefit from an array of training opportunities. Leaders’ ongoing commitment to staff training as well as opportunities for staff to share strong practice continue to secure developments in the quality of teaching. Teachers have a strong knowledge of their subjects. They have fostered supportive and effective working relationships with pupils. As a result, effective teaching is allowing pupils to make good progress across the curriculum. Pupils value the wide range of extra-curricular activities on offer. They appreciate the opportunity to grow their talents across a range of sporting activities. Pupils also have the chance to take on other worthwhile challenges, such as the Duke of Edinburgh’s Award. The majority of parents and carers feel that their children are happy and well cared for by staff. They are confident that their children make good progress. Those responsible for governance bring to their roles skills and knowledge across a range of sectors, including education and finance. Governors and trustees are extremely knowledgeable about pupils’ progress at the school. This ensures that governors ask pertinent questions of leaders. Governors demonstrate a strong understanding of the school’s strengths. For example, they are aware that students in the sixth form make excellent progress in applied subjects. This is particularly the case in sports studies. Governors are also aware which aspects of the school require further development. For example, they are aware that the attendance of disadvantaged pupils is below the national average for all pupils. You and your leadership team have an accurate understanding of what aspects of the school require further development. You do not shy away from remedying weaknesses. For example, at the previous inspection, inspectors asked you to improve teaching in academic subjects in the sixth form. You have made a number of changes to develop further the quality of teaching in the sixth form. There have been improvements in the quality of teaching. For example, improvements in teaching are securing better outcomes for students in mathematics, psychology and physics. However, inconsistencies in staffing have hampered your efforts. You acknowledge that the journey of improvement continues in this area. Inspectors also asked you to improve the quality of teaching in order for the most able pupils to make better progress. Since the last inspection, the progress made by the most able pupils at key stage 4 has improved considerably. This has particularly been the case in science. Where the most able pupils make the most progress, teachers plan learning that challenges pupils to make good progress from their high starting points. This is because teachers use assessment information effectively to plan learning. You acknowledge that the more effective use of assessment information by teachers to plan learning would further benefit the quality of teaching across the school. Safeguarding is effective. Leaders and governors have ensured that safeguarding procedures meet requirements. The system to check that all adults at the school are safe to work with children meets requirements. Staff have received appropriate safeguarding training. This means that staff understand the procedures they must follow if they have concerns about a pupil. Leaders follow up any concerns appropriately. Records of leaders’ work with external agencies are well organised. Staff and pupils are confident that the school is a safe place. Alternative providers have appropriate procedures in place to safeguard pupils. Pupils learn about how to keep themselves safe as part of the curriculum. Pupils are confident about how to keep themselves safe, including online. Incidents of bullying in school are rare and when they do arise, teachers deal with these incidents effectively. Pupils demonstrate an understanding of different faiths and cultures. For example, they learn in religious education about the negative effects of religious stereotyping. Staff and pupils do not tolerate racist and homophobic behaviour. Pupils and students report that members of the lesbian, gay, bisexual and transgender community feel free to be themselves.

Chesterfield High School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree 65% Agree 32% Disagree 2% Strongly Disagree 1% Don't Know 0% {"strongly_agree"=>65, "agree"=>32, "disagree"=>2, "strongly_disagree"=>1, "dont_know"=>0} Figures based on 112 responses up to 31-03-2022
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Figures based on 112 responses up to 31-03-2022

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Figures based on 112 responses up to 31-03-2022

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Figures based on 112 responses up to 31-03-2022

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Figures based on 112 responses up to 31-03-2022

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Figures based on 112 responses up to 31-03-2022

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Figures based on 10 responses up to 31-03-2022

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Figures based on 112 responses up to 31-03-2022

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Figures based on 112 responses up to 31-03-2022

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Figures based on 112 responses up to 31-03-2022

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Figures based on 112 responses up to 31-03-2022

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Figures based on 112 responses up to 31-03-2022

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Figures based on 112 responses up to 31-03-2022

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Figures based on 112 responses up to 31-03-2022

Responses taken from Ofsted Parent View

Your rating:
Review guidelines
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  • Do back up your opinion with examples or clear reasons but, remember, it’s your opinion not fact.
  • Don’t use bad or aggressive language.
  • Don't go in to detail about specific staff or pupils. Individual complaints should be directed to the school.
  • Do go to the relevant authority is you have concerns about a serious issue such as bullying, drug abuse or bad management.
Read the full review guidelines and where to find help if you have serious concerns about a school.
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