Devizes School
Catchment Area, Reviews and Key Information

Secondary
Post 16
PUPILS
1142
AGES
11 - 18
GENDER
Mixed
TYPE
Academy converter
SCHOOL GUIDE RATING
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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
01225 713010

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
(12/3/19)
Full Report - All Reports
64%
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) UNLOCK Well Below Average (About 5% of schools in England) Below Average (About 25% of schools in England) Average (About 48% of schools in England) Above Average (About 17% of schools in England) Well Above Average (About 5% 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
2017 2018 2019 UNLOCK

% of pupils who achieved 3 A levels at AAB or higher

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

The Green
Devizes
SN10 3AG
01380724886

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. Since you took up post in April 2016, you have raised the expectations of staff and pupils. You are ably supported by other senior leaders, who share your ambition to improve outcomes for all pupils. Consequently, leaders have implemented successful strategies to improve behaviour and the quality of teaching. As part of this work, you have successfully tackled the areas for improvement identified at the time of the previous inspection. Pupils’ progress in mathematics is now in line with the national average and comparable with other subjects in the school. The quality of teaching in the sixth form has also improved and is enabling students to make progress that is in line with the national average. Pupils in different subjects across the school are more consistently acting on advice from teachers to improve their work. Leaders at all levels are aware of the school’s strengths and areas for development. Middle leaders, governors and representatives of the multi-academy trust (MAT), to which the school belongs, are united by a common purpose. They ‘pull together’ to implement whole-school strategies for improvement. Nearly all staff who responded to the survey issued during the inspection agreed that they feel proud to work at the school. They also agreed that leaders do all they can to ensure the school has a motivated, well-respected and effective workforce. The school has benefited from the support provided by the MAT. Staff now work closely with colleagues from other trust schools to improve the transition from primary to secondary school. This partnership has helped staff to raise their expectations of what pupils can achieve when they join the school in Year 7. Moderation activities across trust schools are also helping staff to become more accurate in their assessment. Furthermore, the trust provides invaluable financial and human resource (HR) support to the school. This enables leaders to concentrate on raising standards. Governors have adjusted well to changes in their roles and responsibilities following the school becoming part of the MAT. They continue to raise the level of challenge directed at leaders and take full advantage of training that helps them become more effective in their work. Now that the MAT takes responsibility for finance, HR and the estate, governors focus their efforts on teaching, pupils’ welfare and achievement. The school is a welcoming, inclusive place where pupils learn to become tolerant, accepting young people. They are polite, articulate and personable. Pupils are well behaved and move in an orderly way around the school. Leaders’ implementation of the ‘disruption-free learning’ system has significantly improved behaviour. This is notable in lessons and during social time. Pupils who spoke with inspectors reported that they valued their school experience, in large part because of the positive relationships that they share with staff. One pupil in key stage 4 said, ‘All pupils are treated equally.’ Another pupil told the lead inspector, ‘I respect [staff] because they respect me.’ At the beginning of the inspection, we agreed on the key lines of enquiry to be considered during the day. These included establishing the effectiveness of safeguarding and leaders’ actions to raise the achievement of disadvantaged pupils. We also considered the suitability of the curriculum and whether absence and exclusions were reducing. These lines of enquiry are considered below, under ‘Safeguarding’ and ‘Inspection findings’, where they have not already been referred to. Safeguarding is effective. The designated safeguarding lead has clear oversight of the systems and processes in place to protect children. She coordinates a wider team which understands its roles and responsibilities well. All members of the wider safeguarding team have received enhanced training, reflecting their responsibilities, and they communicate frequently to discuss any concerns that arise. All staff have been trained in child-protection matters and understand the need to be vigilant. They know who to speak to and what to do should they have concerns about a child. Referrals are passed to the designated safeguarding team, which acts swiftly to resolve issues. Referral files are well organised and contain the necessary information. They record chronologies of events, external agency involvement and actions taken to resolve issues. Checks to ensure that staff are suitable to work with pupils are up to date, comprehensive and rigorous.

Devizes School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree 53% Agree 33% Disagree 7% Strongly Disagree 6% Don't Know 1% {"strongly_agree"=>53, "agree"=>33, "disagree"=>7, "strongly_disagree"=>6, "dont_know"=>1} Figures based on 115 responses up to 19-03-2019
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Figures based on 115 responses up to 19-03-2019

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Figures based on 115 responses up to 19-03-2019

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Figures based on 115 responses up to 19-03-2019

unlock

Figures based on 115 responses up to 19-03-2019

unlock

Figures based on 115 responses up to 19-03-2019

unlock

Figures based on 115 responses up to 19-03-2019

unlock

Figures based on 115 responses up to 19-03-2019

unlock

Figures based on 115 responses up to 19-03-2019

unlock

Figures based on 115 responses up to 19-03-2019

unlock

Figures based on 115 responses up to 19-03-2019

unlock

Figures based on 115 responses up to 19-03-2019

Responses taken from Ofsted Parent View

Your rating:
Review guidelines
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Read the full review guidelines and where to find help if you have serious concerns about a school.
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