De Aston School
Catchment Area, Reviews and Key Information

Post 16
School Guide Rating

Willingham Road
Market Rasen
11 - 18
Academy converter
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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School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You and your senior leaders have high expectations for your pupils and are committed to seeing each fulfil their potential. You have ensured that there is a strong focus on the part of all staff to develop in the pupils the necessary knowledge, understanding and skills to achieve well. You and your senior leaders closely monitor pupils’ progress. Where you identify that pupils are not making at least the progress they should in their studies, you ensure that they receive appropriate support. Because of this, pupils make good progress across most of their subjects, with high proportions of some pupil groups, particularly the lower-ability pupils, making more than the progress expected of them. You are not complacent in this, however. You rightly recognise that there is still work to do to ensure that greater proportions of the most able pupils make more than the progress expected of them, by achieving the very highest grades. You and your senior leaders have an accurate understanding of the strengths of your school, and of the areas that require further improvement. This is due to your robust self-assessment of all aspects of the school’s performance. Through this selfassessment, you have previously identified that outcomes in mathematics, science and the sixth form needed to improve, to ensure that pupils, and students in the sixth form, could make consistently good progress. Because of the actions you have taken to resolve these issues, greater proportions of current pupils and students are now making at least the progress they should in these different areas of the school. You recognise that you need to embed these developments further, to ensure that this improvement in pupils’ and students’ progress in these areas is sustained over time. At the previous inspection, you were asked to develop further the quality of teaching, learning and assessment to ensure that: activities always challenge pupils to deepen their understanding, including through extended pieces of writing teachers always plan activities that are set at the right level of difficulty for pupils. As a school, you have undertaken a great deal of work in order to address these areas for improvement. For example, you have ensured that teachers set tasks that are appropriate to the needs and prior learning of their pupils, to enable pupils to become secure in their knowledge, skills and understanding. You have also provided teachers with comprehensive training to enable them to reflect upon their teaching, and develop it further. This training has included providing teachers with opportunities to share best practice with each other. You also recognise the value of working with other schools to learn from their practice, and share your own. For example, you work closely with the Lincolnshire Teaching Schools Alliance (LTSA), through which your staff are able to learn from, and contribute to the development of, teachers in other schools. Those staff whom inspectors met were appreciative of these training opportunities. You and your senior leaders regularly check on the quality of teaching and pupils’ progress through undertaking visits to lessons and checking pupils’ books. You undertake these checks with subject leaders, to ensure that all leaders have an accurate view of the quality of teaching, and the progress pupils are making. You are quick to identify those teachers whose practice is securing strong progress for their pupils, to ensure that they receive further opportunities to develop their teaching skills. You also ensure that those teachers whose classroom practice does not meet your high expectations receive appropriate support. You have ensured that pupils receive comprehensive opportunities to secure their spiritual, moral, social and cultural development, and their understanding of fundamental British values. Through their citizenship studies, their personal, social, health and economic (PSHE) education lessons, and assemblies, pupils learn to respect people for their differences, including those people who are of a different sexual orientation. Because of this, pupils are well prepared for life in modern Britain. Those pupils whom inspectors met recognised the importance of respecting all people. They said that teachers encourage them to look after other pupils. These pupils demonstrated a respect for themselves, for each other and for their learning. Governors are ambitious for the school. They have an accurate understanding of the school’s strengths, and the areas where further development is necessary. They recognise the strong leadership that you and your senior leaders bring to the school. Governors provide you with appropriate levels of challenge and support, to ensure that you maintain and build upon the school’s provision. Governors undertake their own visits to the school to check for themselves the quality of the school’s provision. They also undertake regular audits of their own skills as a group, to ensure that the support they provide to the school is both comprehensive and effective. Safeguarding is effective. You and your senior leaders have created a culture of vigilance among your staff in relation to safeguarding. All staff are aware of the need to monitor their pupils’ welfare, and to raise any concern they may have, however trivial they may feel that concern may be. Because of this, all staff are aware that safeguarding is everyone’s responsibility. Staff receive regular training in relation to safeguarding, and have a secure understanding of the types of abuse and the signs to look for. They fully understand what they should do where they have a concern about a pupil’s welfare, including any concerns about the actions of another adult towards a pupil. Senior leaders take quick and effective action where they have a concern regarding a pupil’s welfare. They work closely with parents and with local agencies to ensure that pupils receive the support they require. Senior leaders are tenacious in this respect, particularly where they feel that a pupil is not receiving the necessary support from external agencies. Senior leaders are aware of the issues in the local area that may affect their pupils’ welfare. They provide staff and pupils with relevant information and support in relation to these issues, to ensure that pupils are safe. You and your senior leaders have ensured that all safeguarding arrangements are fit for purpose and records are detailed and of high quality. Inspection findings Leaders of mathematics and science have undertaken effective action to ensure that pupils make at least good progress in these subjects. Leaders closely monitor the quality of teaching and pupils’ progress, to ensure that pupils receive the support they require to achieve well. The school’s own performance information shows that pupils across all year groups now make at least good progress in these subjects. The differences between the achievement of the majority of the school’s disadvantaged pupils and that of other pupils nationally continue to diminish. This is due to the rigorous support that these pupils receive, including through the school’s effective use of the pupil premium. The lower-ability pupils make very strong progress across most of their subjects. This is because they receive effective support from their teachers and from the intervention support officers.

De Aston School Catchment Area Map

This pupil heat map shows where pupils currently attending the school live.

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All attending pupils
National School Census Data 2020
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How many pupils attending the school live in the area?


The concentration of pupils shows likelihood of admission based on distance criteria

01522 782030

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.

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