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 pupilsNational School Census Data, ONS
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:
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.
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.
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.
Most students in the sixth form feel safe. They are keen to succeed, and they are happy to attend school each day. However, while many pupils in key stages 3 and 4 enjoy school, others do not share these positive views about their experience. For example, some pupils do not feel that they receive the pastoral care and support that they need from staff. Some pupils explained to inspectors that this impacts negatively how protected they feel in school. In recent years, the relationships between some staff and pupils have broken down. This makes some pupils reluctant to report concerns. Leaders are now taking appropriate steps to establish a respectful and caring environment between pupils and staff. When pupils report incidents of bullying, leaders deal with these incidents quickly and appropriately. Leaders have raised their expectations of pupils’ behaviour. However, leaders have not ensured that some staff apply the behaviour policy as leaders intend. As a result, the behaviour of some pupils continues to disrupt the learning of their peers. Leaders have high aspirations for the achievement of all pupils, including those with special educational needs and/or disabilities (SEND). To this end, they have designed an ambitious curriculum for pupils. However, some teachers lack the expertise to deliver aspects of the curriculum well. This prevents some pupils from achieving as well as they should. Pupils and students value the range of trips that leaders have designed to extend their learning beyond the classroom. For instance, in geography, students relish the opportunity to travel to Iceland to learn about glaciation. Pupils develop their confidence and resilience by taking on leadership positions, such as acting as reading buddies for younger pupils.
2015 GCSE RESULTSImportant information for parents
Due to number of reforms to GSCE reporting introduced by the government in 2014, such as the exclusion of iGCSE examination results, the official school performance data may not accurately report a school’s full results. For more information, please see About and refer to the section, ‘Why does a school show 0% on its GSCE data dial? In many affected cases, the Average Point Score will also display LOW SCORE as points for iGCSEs and resits are not included.
Schools can upload their full GCSE results by registering for a School Noticeboard. All school results data will be verified.
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