Chiswick School
Catchment Area, Reviews and Key Information

Secondary
Post 16
PUPILS
1274
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
020 8583 2721

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
(22/1/20)
Full Report - All Reports
60%
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

Burlington Lane
Chiswick
London
W4 3UN
02087470031

School Description

Pupils have noticed the changes that have taken place at the school over the last year. Leaders have worked swiftly to overcome previous weaknesses and improve the quality of education. Pupils and students receive strong provision in a range of subjects. Pupils’ behaviour is good. Parents and carers, pupils and staff all share the opinion that it is now much better than at the last inspection. This is due to leaders’ unwavering focus and teachers’ consistent approach on the few occasions when these expectations are not met. The school community is proud of its diverse and comprehensive intake. Typically, pupils are respectful towards others in lessons and as they move around the school site. This supports a calm and positive atmosphere in which pupils feel safe. Pupils said that bullying is infrequent. When it occurs, staff deal with it promptly. A broad range of enrichment and extra-curricular opportunities is on offer. Leaders keep detailed records of who participates in which activities. They use this to ensure that everyone benefits from what is available. Parents also recognise the difference new leaders have made. The views of many were captured in one comment: ‘Empowering students to be ambitious and proud, isn’t just a mantra here; it’s lived and breathed every day.’ What does the school do well and what does it need to do better? Pupils study the full range of national curriculum subjects in Years 7 and 8. Current Year 9 pupils continue with most subjects but were required to select two options from design and technology, art, drama and music at the end of Year 8. Extracurricular events are offered so that Year 9 pupils may have some experiences in the subjects not chosen. This arrangement will change in September 2020, when all pupils will study the full range of subjects throughout Years 7 to 9. Leaders are ambitious for pupils to do well. This includes pupils with special educational needs and/or disabilities (SEND) and those who are disadvantaged. In most subjects, they have identified the key knowledge and skills that pupils need to be successful learners. Leaders have thought carefully about how subject content builds on prior learning. For example, in mathematics, leaders changed the order of some topics they teach in Years 7 and 8 so that pupils can learn better. In Year 9 history, a unit on the Holocaust provides important contextual detail for studying Nazi Germany in Year 10. Staff in different subjects routinely use the same approaches to help pupils to know more and remember more. Teachers make clear the knowledge that is expected to be learned in each subject. This helps to guide pupils’ studies and enables them to learn well. Pupils start new tasks by recalling their previous learning. For example, in Inspection report: Chiswick School 22–23 January 2020 2 Year 11 music, pupils explained previously learned subject-specific terms and then applied them accurately to the aural analysis of a performance. Precise questioning is used to bring out detailed responses from students. For example, in English, Year 7 pupils developed their understanding of inference by being asked about the different meanings of words and phrases. The science department has undergone significant recent changes of staffing and leadership. Programmes of study have been redesigned in some but not all year groups. Some pupils, particularly in Year 9, still have gaps in their scientific learning and this prevents them from being able to tackle more demanding work. Leaders make sure that the needs of pupils with SEND are identified quickly. Targeted support is put in place that allows them to learn alongside their peers. Where pupils are really struggling, time-limited personalised programmes are put in place. This helps pupils catch up quickly and participate more in their learning. Routinely, pupils behave well and disruptions in class are rare. When isolated incidents arise, staff deal with them swiftly and decisively. Not all pupils are keen on some of the behaviour strategies that have been introduced. However, they recognise the positive impact these have had on helping them to learn and make better progress. Opportunities for pupils’ personal development are exceptional. Pupils enjoy lots of workshops and performances which broaden their experiences. Impressive numbers take part in the huge range of clubs, trips and visits available. Pupils take responsibility for whole-school initiatives. The Rainbow Alliance works with the pastoral, social, health and citizenship education (PSHCE) team to develop and deliver a programme on LGBTQ+ issues. The eco-alliance is leading the school’s efforts to become more sustainable. Sixth-form students are great role models for younger pupils. They get involved in many activities, including mentoring, volunteering and charitable work. They enjoy these pursuits and feel valued for the contributions they make. Students receive appropriate advice and guidance about their next steps. Most of them go on to further study or higher level training. Staff praise leaders for the improvements that have been made. They said that leaders take their workload and well-being seriously. Staff morale is high. They are committed to playing their part in the continued improvement of the school.

Chiswick School Parent Reviews



Average Parent Rating

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“Top rating”

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"> It is fantastic and has reached the highest of standards.
unlock % Parents Recommend This School
Strongly Agree 57% Agree 37% Disagree 4% Strongly Disagree 3% Don't Know 0% {"strongly_agree"=>57, "agree"=>37, "disagree"=>4, "strongly_disagree"=>3, "dont_know"=>0} Figures based on 193 responses up to 01-02-2020
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Figures based on 193 responses up to 01-02-2020

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Figures based on 193 responses up to 01-02-2020

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Figures based on 193 responses up to 01-02-2020

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Figures based on 193 responses up to 01-02-2020

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Figures based on 193 responses up to 01-02-2020

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Figures based on 29 responses up to 01-02-2020

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Figures based on 193 responses up to 01-02-2020

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Figures based on 193 responses up to 01-02-2020

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Figures based on 193 responses up to 01-02-2020

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Figures based on 193 responses up to 01-02-2020

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Figures based on 193 responses up to 01-02-2020

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Figures based on 193 responses up to 01-02-2020

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Figures based on 193 responses up to 01-02-2020

Responses taken from Ofsted Parent View

Your rating:
Review guidelines
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