Crown Hills Community College
Catchment Area, Reviews and Key Information

Secondary
PUPILS
1491
AGES
11 - 16
GENDER
Mixed
TYPE
Community school
SCHOOL GUIDE RATING
Not Rated

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, ONS
0116 2527009

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?

Good
NATIONAL AVG. 2.09
Ofsted Inspection
(01/05/2019)
Full Report - All Reports
63%
NATIONAL AVG. 38%
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 15% of schools in England) Below Average (About 18% of schools in England) Average (About 35% of schools in England) Above Average (About 16% of schools in England) Well Above Average (About 16% of schools in England)

School Results Over Time

2019 2022 2023 2020 Covid-19 2021 Covid-19 UNLOCK

% of pupils who achieved 5+ GCSEs grade 9-4
2019 2022 2023 2020 Covid-19 2021 Covid-19 UNLOCK

% of pupils who achieved GCSE grade 5 or above in both English and maths
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Gwendolen Road
Leicester
LE5 5FT
01162736893

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. The culture of the school is very positive, open and welcoming. The values which underpin all aspects of the school’s provision – aspiration, commitment and success – have been instrumental in sustaining the success of the school. They are also exhibited in the positive morale of staff and the excellent conduct of pupils in lessons and around the school site. Pupils are happy and proud to be part of the school’s harmonious community and report that they feel well looked after. The school environment is stimulating and well maintained. Your determined leadership of the school is respected and valued by staff and parents alike. Together with the commitment of the leadership team and governors, you are highly aspirational for the school and ambitious in enabling pupils to reach high standards. You are also mindful of the well-being of staff. Your evaluation of the school is accurate and your plans to address the areas that need further improvement are well prioritised. Governors share your determination to ensure that the school’s provision fully meets pupils’ learning and welfare needs. They say that they have been ‘reinvigorated’ by the school’s current leadership. Governors are well informed, proactive and use their skills to challenge senior leaders and hold them to account. The previous inspection challenged leaders to increase the proportion of pupils securing higher grades at GCSE. Leaders and staff have risen to this challenge and expectations of conduct and learning are high across the school. Specific attention has been focused on the effective planning and delivery of the curriculum in enabling pupils to make consistently good progress. Opportunities for the professional development of staff have been well received. Staff say that they are appreciative of the opportunities to plan and share effective practice within a climate of trust and support. As a consequence of leaders’ work to improve the quality of teaching and learning, pupils’ overall progress by the end of key stage 4 has improved and, in 2018, was above average. The progress made by girls and by low and middle ability pupils was strong in most subjects. In 2018, disadvantaged pupils also made good progress across most areas of the curriculum, particularly in option subjects. These high standards have been maintained and inspectors’ observations of learning and scrutiny of pupils’ work supports leaders’ analysis of the performance of current pupils in key stage 4. The progress made by boys and the most able pupils, however, is not as strong. While this is improving for current pupils, you recognise that there is more to be done to ensure that these pupils achieve at the higher levels of which they are capable. Pupils with special educational needs and/or disabilities (SEND) are making better progress compared to previous years. You have also reviewed the school’s curriculum and have taken decisive action to ensure the breadth of pupils’ learning experiences by returning to a three-year key stage 3 programme. You have maintained the school’s commitment to sport and physical activity in support of promoting pupils’ healthy lifestyles. Along with governors, you have also recognised that the proportion of pupils entered for the suite of subjects that comprise the English Baccalaureate are low. You have acted to address this, particularly in encouraging a higher uptake of languages than has been the case in previous years. It is too soon to see the impact of these emerging actions on pupils’ outcomes at the end of key stage 4. Pupils have plentiful opportunities to participate in extra-curricular activities. They say that they appreciate these opportunities, which add to the distinctiveness of the school’s culture. Examples include a wide variety of musical groups, including choir and jazz band, and sports such as basketball, tennis and badminton. Pupils report that cricket is especially popular. Some pupils reported to inspectors that they only participate in these activities because they are offered in school. Pupils, particularly those with SEND, enjoy success in taking part in Boccia competitions. The school’s regular ‘success’ newsletter demonstrates the enjoyment pupils have in learning from these opportunities for wider engagement and enrichment. Safeguarding is effective. The leadership of safeguarding is effective, and you have ensured that the policies and procedures for keeping pupils safe contain the latest government guidance. Leaders with responsibility for safeguarding pupils ensure that their record-keeping is diligent and detailed. Effective processes are in place to follow up issues as they arise in a timely and appropriate way. School leaders work well with a range of external agencies, including healthcare services and local police liaison officers, to make sure that pupils at risk of harm are kept safe.

Crown Hills Community College Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>71, "agree"=>14, "disagree"=>0, "strongly_disagree"=>7, "dont_know"=>7} UNLOCK Figures based on 14 responses up to 22-07-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>50, "agree"=>36, "disagree"=>7, "strongly_disagree"=>7, "dont_know"=>0} UNLOCK Figures based on 14 responses up to 22-07-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>36, "agree"=>50, "disagree"=>7, "strongly_disagree"=>7, "dont_know"=>0} UNLOCK Figures based on 14 responses up to 22-07-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>36, "agree"=>43, "disagree"=>7, "strongly_disagree"=>7, "dont_know"=>7} UNLOCK Figures based on 14 responses up to 22-07-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>43, "agree"=>43, "disagree"=>7, "strongly_disagree"=>0, "dont_know"=>7} UNLOCK Figures based on 14 responses up to 22-07-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>36, "agree"=>29, "disagree"=>29, "strongly_disagree"=>0, "dont_know"=>7} UNLOCK Figures based on 14 responses up to 22-07-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>50, "agree"=>21, "disagree"=>0, "strongly_disagree"=>14, "dont_know"=>14} UNLOCK Figures based on 14 responses up to 22-07-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>36, "agree"=>29, "disagree"=>0, "strongly_disagree"=>14, "dont_know"=>21} UNLOCK Figures based on 14 responses up to 22-07-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>43, "agree"=>43, "disagree"=>7, "strongly_disagree"=>7, "dont_know"=>0} UNLOCK Figures based on 14 responses up to 22-07-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>43, "agree"=>29, "disagree"=>7, "strongly_disagree"=>7, "dont_know"=>14} UNLOCK Figures based on 14 responses up to 22-07-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>64, "agree"=>21, "disagree"=>7, "strongly_disagree"=>7, "dont_know"=>0} UNLOCK Figures based on 14 responses up to 22-07-2019
Yes No {"yes"=>86, "no"=>14} UNLOCK Figures based on 14 responses up to 22-07-2019

Responses taken from Ofsted Parent View

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