Conyers 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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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)
Green Lane
TS15 9ET

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You have taken action to improve outcomes where this was required. Due to your thorough and honest self-evaluation of the school’s performance, you have a clear understanding of your current priorities. Neither you nor the governors are complacent about the school’s achievements, and you are determined that improvements will continue to be made. To achieve the improvements made since the previous inspection, you have focused very clearly on the professional development of teachers, so that the quality of teaching continues to rise. You have made it a priority to develop teachers’ skills further through the use of video-based training and a programme of targeted ‘micro-courses’ which address the training needs of individual teachers. For example, you have established a pilot group to embed further teachers’ strengths in planning lessons which challenge all pupils at the right level. While there is evidence that this is having a positive effect, you recognise that this continues to be an area for development. As a consequence of the attention given to improving teaching, pupils’ progress in English and mathematics has improved and is now in line with the national averages. An increased focus on the progress of disadvantaged pupils has led to improving outcomes for these pupils, including in English and mathematics, and standards are now in line with national averages. Progress in the English baccalaureate subjects of science, humanities and languages is now significantly above the national averages. You acknowledge that, while there are signs of improvement for lower-prior-attaining pupils, there is still work to be done here. Together with governors, you have a deeply held belief in the potential of your pupils, and you have high expectations of them. To support them in moving on to an appropriate next step at the end of Year 11 or Year 13, you have introduced an aspirational curriculum which provides them with the opportunities to achieve their potential. The key stage 4 curriculum, for example, is built on the ‘cornerstones’ of modern foreign languages, religious education and the sciences. This has contributed to an above-average proportion of pupils moving on to appropriate courses after Year 11. Standards have also risen significantly in the sixth form. In 2017, progress was above the national average for A level, having been significantly below the national average in 2016. There is evidence in sixth-form lessons and in students’ work that this improved high standard is being maintained. We saw high standards of behaviour throughout the inspection, both in lessons and around the school. Inspectors saw no instances of poor behaviour. Pupils conducted themselves with politeness and respect. Relationships between pupils and staff are strong and help to create a purposeful, calm and orderly learning environment. Pupils told us, though, that behaviour in some lessons was not always as good, a view shared by some parents and carers. You acknowledge that there is more work to be done in managing the behaviour of a small group of pupils who, despite the strategies used so far, disrupt the learning of others. This is, rightly, one of your priorities. Safeguarding is effective. The leadership team has ensured that all safeguarding arrangements are fit for purpose. Appropriate processes for the recruitment and vetting of staff are in place. Leaders make sure that all staff in the school are up to date with the necessary safeguarding training. Leaders ensure that there are effective links with external agencies, such as the local authority children’s services and the police. When there are causes for concern, leaders pick them up quickly and follow them up with the appropriate professionals. Child protection plans demonstrate the promptness of actions taken by leaders. You have made sure that pupils are educated about the risks of extremism and radicalisation. The personal, social, health and economic programme provides pupils with information about how to keep themselves safe and free from harm. You have also ensured that pupils are educated about risks which are specific to your local area, such as the dangers of swimming in open water. Leaders maintain appropriate communication with the alternative education provision used by the school, including daily attendance checks.

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
01642 526605

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.

Conyers School Reviews

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