Chilton Academy
Catchment Area, Reviews and Key Information

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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
03000 265896

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
Ofsted Inspection
Full Report - All Reports
% pupils meeting the expected standard in reading, writing and mathematics

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Per month

Progress Compared With All Other Schools

UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 8% of schools in England) Average (About 67% of schools in England) Above Average (About 5% of schools in England) Well Above Average (About 10% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 7% of schools in England) Average (About 64% of schools in England) Above Average (About 9% of schools in England) Well Above Average (About 10% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 11% of schools in England) Average (About 58% of schools in England) Above Average (About 10% of schools in England) Well Above Average (About 10% of schools in England)

School Results Over Time

2017 2018 2019 UNLOCK

% pupils meeting the expected standard in Key Stage 2 tests (age 11)
2017 2018 2019 UNLOCK

% pupils meeting the higher standard in Key Stage 2 tests (age 11)

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

Off New South View
DL17 0PT

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You, other leaders and governors have high expectations of pupils’ achievement and the quality of teaching, learning and assessment and are ensuring continued improvement within the school. You and the teachers now use pupils’ performance information effectively to address any areas of underachievement. This was an area for improvement from the last inspection. Pupils receive the support they need promptly to improve and, as a result, they achieve well. Attainment has risen to above the national average by the end of Key Stage 2 in mathematics, reading and writing, including grammar, punctuation and spelling. This shows good progress from pupils’ starting points. Leaders make very thorough and regular checks on the quality of teaching, learning and assessment. Staff are provided with targets to improve the quality of their teaching and these are closely linked to arrangements for salary review. Teachers are provided with opportunities to learn from each other as well as bespoke training. Consequently, any weaknesses in teaching are addressed promptly and effectively. You have addressed the areas for improvement from the last inspection well. For example, revisions to the curriculum have ensured more opportunities for pupils to engage in open-ended and investigative activities, especially in mathematics. As a result, rates of progress in mathematics are accelerating. Pupils are very proud of their school and show respect and consideration for one another. They know they are valued, as shown by one pupil who stated, ‘My opinions are listened to in this school’. Pupils contribute towards improvements. For example, they are proud of the new school uniform they chose. They take their roles as members of the junior governing body, e-safety team, fair trade and eco teams very seriously. Involvement in a local ‘Community Cohesion Task Force’ allows pupils to make a strong contribution to their local community. Pupils are developing a good understanding of different faiths and cultures and show empathy towards others, including those affected by the recent floods and the plight of refugees. Pupils are now better prepared for life in modern Britain than at the time of the last inspection. Safeguarding is effective. You and your governors give the highest priority to ensuring that pupils are safe. There are thorough and robust procedures for safety in place which are followed carefully and reviewed regularly. Records are detailed and of high quality. Systems are fit for purpose and pupils’ safety is assured. You have addressed promptly the very few recommendations from the recent local authority review of safeguarding. For example, behaviour and bullying logs have improved and leaders analyse this information thoroughly and tackle any concerns. Training for all staff, including the designated officers and governors, is up to date. Leaders and staff are very vigilant in following up on any absences. As a result, attendance is at least in line with the national average and, for most groups of pupils, above average. Pupils who spoke with me during the inspection said they feel safe and take responsibility for the safety of themselves and others. For example, pupils have undertaken first aid training and are proud of their roles as peer mediators and playground buddies where they take opportunities to help and support other pupils. They say they are taught how to protect themselves from dangers such as the risks they face when they are using online technology. Inspection findings You, other leaders and governors have a good understanding of the school’s strengths and areas to be developed. This is because you regularly check on outcomes for pupils and the quality of teaching, learning and assessment. The school’s self-evaluation is accurate. You constantly strive to ensure that the school improves. The accurate analysis of school performance information is used to successfully address any areas of underachievement. The school improvement plan identifies the right priorities to help improve the school further. The quality of teaching is improving and pupils say they get the help they need if they are ‘stuck’ in their learning.

Chilton Academy Parent Reviews

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