Davison Church of England High School for Girls
Catchment Area, Reviews and Key Information

Secondary
PUPILS
1315
AGES
11 - 16
GENDER
Girls
TYPE
Voluntary controlled 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 2021, ONS
033 301 42903 033 301 42903

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
(31/10/17)
Full Report - All Reports
76%
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)

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

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

Selborne Road
Worthing
BN11 2JX
01903233835

School Description

The leadership team has continued to build upon the good quality of education in the school since the last inspection. Your principled and aspirational leadership embeds a culture of strong pastoral care and high academic standards. Davison is a harmonious school where everyone pulls together to do their best. Morale among pupils and teachers is high at your inclusive school. Pupils we spoke to described the school as like a ‘big family’. Your staff share your vision and work very hard to maintain the school’s many strengths and to improve it further. There is a caring and stimulating ethos, which enables pupils to typically make strong progress and achieve well. Parents speak very highly of the school. Almost all parents who responded to Ofsted’s online questionnaire, Parent View, would recommend the school to another parent. You are supported well by your senior leadership team and your middle leaders. Together, they are increasingly effective in ensuring that standards of teaching consistently reflect your high expectations. You, your leadership team and governors understand clearly the key priorities for further improvement. Governors know the school very well and provide strong challenge and support to you and other leaders. Your comprehensive school improvement plan involves all leaders in planning for improvement. Your timely actions to address weaknesses have had a positive impact. For example, you have ensured that the curriculum better prepares pupils for the demands of the new GCSEs by ensuring that plans provide opportunities for pupils to experience higher levels of challenge. Pupils also have the chance to study subjects in greater depth. The atmosphere in your school is one of calm purpose and enjoyment of learning. The behaviour of pupils in lessons and around the school is exemplary. They are kind and respectful towards each other and their teachers. Pupils are proud of their school and take good care of the environment. They appreciate the wide range of clubs and other activities on offer. This includes a large variety of opportunities for pupils to develop their musical, artistic and dramatic talents. Since the last inspection, you have strengthened the quality of teaching in the school. This has resulted in accelerating progress for pupils in all years and pupils achieving better GCSE examination results by the end of Year 11. In 2017, pupils’ progress across the curriculum was above the national average. Outcomes were convincingly above average in several curriculum areas, such as English, chemistry, religious studies, art and dance. Disadvantaged pupils now make progress that is in line with that of other pupils nationally and, in English, is even more rapid. You and your senior leaders are fully aware that pupils do not attain as well by the end of Year 11 in a small number of subjects as they do in others, and you are tackling the underlying causes of this. You are also aware that pupils in key stage 3 are not always challenged sufficiently in lessons and have identified strategies to address this. Safeguarding is effective. Safeguarding is a strength of the school. Governors and the leadership team ensure that safeguarding arrangements are robust and rigorous. All staff and governors receive helpful training that ensures they know how to keep pupils safe from abuse, sexual exploitation, radicalisation and extremism. A dedicated and highly skilled team of staff works with determination and sensitivity alongside pupils, parents and external agencies to support pupils whose circumstances make them vulnerable. Staff closely monitor pupils causing concern; each pupil is given a key worker and a well-structured programme ensures that no child falls through the net. Case studies discussed with inspectors showed evidence of regular and thorough liaison with external providers to ensure that pupils are kept safe. Pupils told inspectors that staff are approachable and that they know an adult they can turn to if they have concerns. Pupils appreciate the concern that staff members have for their welfare and well-being. They are particularly appreciative of the efforts staff make to ensure the safety of the large number of pupils who travel to school by train. Parents say their children feel safe and are well cared for in school. The curriculum prepares pupils well for managing their own safety. A comprehensive and well-structured programme of activities delivered through lessons, tutor time and assemblies supports pupils’ personal development and welfare effectively. The pupils that inspectors spoke to had a good understanding of how to keep themselves safe online. The school has been particularly pro-active in supporting mental health. Nine staff have recently been trained on mental health issues and are beginning to provide valuable support for some pupils.

Davison Church of England High School for Girls Parent Reviews



unlock % Parents Recommend This School
Strongly Agree 69% Agree 24% Disagree 6% Strongly Disagree 1% Don't Know 1% {"strongly_agree"=>69, "agree"=>24, "disagree"=>6, "strongly_disagree"=>1, "dont_know"=>1} Figures based on 194 responses up to 25-02-2019
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Figures based on 194 responses up to 25-02-2019

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Figures based on 194 responses up to 25-02-2019

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Figures based on 194 responses up to 25-02-2019

unlock

Figures based on 194 responses up to 25-02-2019

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Figures based on 194 responses up to 25-02-2019

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Figures based on 194 responses up to 25-02-2019

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Figures based on 194 responses up to 25-02-2019

unlock

Figures based on 194 responses up to 25-02-2019

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Figures based on 194 responses up to 25-02-2019

unlock

Figures based on 194 responses up to 25-02-2019

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Figures based on 194 responses up to 25-02-2019

Responses taken from Ofsted Parent View

Your rating:
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