Clee Hill Community Academy
Catchment Area, Reviews and Key Information

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How Does The School Perform?

4 1 1 2 3 4
Ofsted Inspection
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% pupils meeting the expected standard in reading, writing and mathematics

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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)
Tenbury Road
Clee Hill

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. The school converted to academy status in February 2015 and became part of the Shropshire Gateway Educational Trust. Since then, nursery provision, a breakfast club and after-school care have been added to improve continuity and care for pupils. You were appointed as headteacher in January 2017. You have continued to build on the school’s strengths and quickly identified where further improvements are needed. You and your staff have a deep-rooted commitment to providing a happy, safe and nurturing environment for all pupils. The school’s motto of ‘Dream, Believe, Work, Achieve’ sets the tone for the high aspirations embedded by you and your staff. You have successfully addressed the areas identified as needing improvement from the predecessor school. Good and outstanding practice is shared widely across the school and within the trust. Staff share ideas and resources and work collaboratively to ensure that teacher assessments are accurate. A culture of mentoring and support is well-established, and staff are keen to improve their practice. This has led to a very positive learning environment and one in which staff are happy to work. Staff survey results confirm this. In response to other previous key issues, the marking and feedback policies have been re-written, and pupils now regularly respond and act upon teachers’ comments and questions. Increased levels of challenge for the most able pupils have ensured that a greater proportion of pupils are now working at greater depth at the end of key stage 2. Equally, standards have risen in writing and mathematics and are above the national average in all subjects at the end of key stage 1. While there is a rising trend in the proportion of children reaching a good level of development in the early years, there is insufficient challenge in mathematics for children. Consequently, standards in this area of learning are static and not keeping pace with improvements in reading and writing. Further work is also needed to diminish attainment gender differences in Years 1 to 6 in English, as your current assessments show boys attain lower than girls in several year groups. Parents, carers and pupils have very positive views of the school. Parents appreciate and value the support their children receive. A typical comment from a parent was, ‘Great school, great staff, great before- and after-school club, great headteacher, just great, great, great!’ Pupils are polite and respectful. They report that they enjoy school and are well supported. They identify the key value of the school as ‘treating everyone respectfully’ and are confident that this is the case. Safeguarding is effective. You have created a strong culture of safeguarding within the school. You have ensured that safeguarding is a collective responsibility. It is of paramount importance to you and your staff that pupils feel safe and are fully protected from potential harm and dangers. As such, a central safety board is located in the reception area of the school so that it is accessible to everyone. Essential information and key contact numbers are available at this reference point. Staff receive regular training and updates to make sure they know what action to take if they are worried about a child. As the designated safeguarding leader, you ensure that swift referrals are made to appropriate authorities when incidents are raised, and detailed records are kept and stored securely. You are not afraid to challenge these agencies where you feel insufficient support or responses have been given. All safer recruitment checks are robustly carried out. Pupils feel very safe at school. They have a detailed understanding of different types of abuse and bullying, and feel confident to report issues to adults in school or other agencies. Impressively, all Year 6 pupils spoken to knew the ChildLine telephone number off by heart. Assemblies, lessons and visiting speakers are all used effectively to teach pupils to keep themselves safe. Anti-bullying and e-safety week, together with Bikeability and drug awareness, all have a place on the school calendar. Pupils know that visitors to school must sign in and wear a visitor’s badge. One hundred per cent of pupils who completed the pupil survey said they feel safe at school.

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
0345 678 9008

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.

Clee Hill Community Academy Reviews

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