de Stafford School
Catchment Area, Reviews and Key Information

Secondary
PUPILS
792
AGES
11 - 16
GENDER
Mixed
TYPE
Academy converter
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
0300 200 1004

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
(23/1/19)
Full Report - All Reports
55%
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

Burntwood Lane
Caterham
CR3 5YX
01883347818

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. Since the school opened as a converter academy in December 2016, you have worked hard to improve teaching, behaviour and pupils’ outcomes. You maintain a good standard of education for your pupils and ensure that the school is increasingly popular with local parents. Almost all parents who completed the online survey, Parent View, believe that the school is well led and managed and would recommend the school to others. One parent wrote, ‘The teachers, headteacher and deputy head teacher are all enthusiastic, positive and engaging.’ Similarly, staff share your ambitious vision for the school. Nearly all staff who responded to Ofsted’s questionnaire reported that the school was well led and managed. You have been ably supported in school improvement by GLF Schools trust. Trust leaders have an accurate understanding of the school’s strengths and weaknesses. They work closely with you and governors to ensure that there is a joint approach to school improvement. The trust provides high-quality training. Subject experts, employed by the trust, work closely with teachers and subject leaders. For example, staff attend ‘MAT Mondays’ where they work with colleagues from the trust’s other schools. Teachers told inspectors that these events provide valuable opportunities to share expertise, resources and ideas. Almost all staff who responded to Ofsted’s questionnaire believe that leaders use training to encourage, challenge and support teachers’ improvement. At the time of the last inspection, you were asked to improve pupils’ achievement so that outcomes are outstanding and to ensure that all teaching reflects the best practice in the school. Since the previous inspection, pupils’ rates of progress have fluctuated. You were disappointed with the school’s published national measures of pupils’ progress in 2018. Overall, Year 11 pupils’ progress was below average. However, you have been steadfast in ensuring that support for teachers has been strengthened since the last inspection. Consequently, teaching is improving, and current pupils make strong progress. Significant recruitment challenges have led to variability in the quality of teaching in the past, particularly in mathematics. Nevertheless, you have worked with trust leaders to ensure that you successfully recruit teachers. Staffing is now more stable. Leaders have ensured that new teachers are well trained so that they use the school’s high standards and policies from the time they start effectively. Safeguarding is effective. Leaders have ensured that checks on the suitability of staff are appropriate and well managed. The school’s safeguarding culture is strong. All staff understand their safeguarding responsibilities and pupils feel safe. Staff have learned how to use the school’s new safeguarding systems quickly. Consequently, any concerns that staff have about pupils are reported and acted on quickly by leaders. Leaders have an in-depth knowledge of local safeguarding issues. They arrange appropriate up-to-date training for staff so that staff are aware of how to best deal with any issues that pupils face. Leaders work well with external agencies to support vulnerable pupils and their families. A range of external agencies are invited into school to provide workshops and assemblies for pupils. For example, the Metropolitan police recently facilitated an assembly about the dangers of knife crime. Inspection findings During this inspection, we agreed to focus on the following: boys’ progress; pupils’ progress in mathematics and science; how well leaders have improved attendance and reduced exclusions; and how well governors hold leaders to account. Ensuring that boys make better progress is a key objective in your plans for school improvement. Teachers provide sharply focused support to boys, particularly in Year 11. Leaders have also focused strategies to improve the attendance of this group. Consequently, boys’ progress is now increasingly strong, particularly in mathematics. While boys’ attendance is still below the national average, it is improving now. Leaders are resolute in continuing the effective work in this area. Teaching in science is increasingly effective. Lessons are calm and purposeful. Pupils behave well and respond positively to teachers’ instructions. Teachers encourage pupils to work together during lessons. Pupils help each other and readily discuss how to complete tasks and develop their understanding. As a result, pupils learn well across a range of subjects. Teachers plan well-organised activities. They consistently use the school’s assessment policy to understand which pupils need help in catching up. As a result, activities are increasingly challenging.

de Stafford School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree 58% Agree 35% Disagree 3% Strongly Disagree 2% Don't Know 1% {"strongly_agree"=>58, "agree"=>35, "disagree"=>3, "strongly_disagree"=>2, "dont_know"=>1} Figures based on 183 responses up to 25-01-2019
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Figures based on 183 responses up to 25-01-2019

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Figures based on 183 responses up to 25-01-2019

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Figures based on 183 responses up to 25-01-2019

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Figures based on 183 responses up to 25-01-2019

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Figures based on 183 responses up to 25-01-2019

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Figures based on 183 responses up to 25-01-2019

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Figures based on 183 responses up to 25-01-2019

unlock

Figures based on 183 responses up to 25-01-2019

unlock

Figures based on 183 responses up to 25-01-2019

unlock

Figures based on 183 responses up to 25-01-2019

unlock

Figures based on 183 responses up to 25-01-2019

Responses taken from Ofsted Parent View

Your rating:
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