Dyke House Sports and Technology College
Catchment Area, Reviews and Key Information

Secondary
Post 16
PUPILS
1309
AGES
11 - 19
GENDER
Mixed
TYPE
Academy sponsor led
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, ONS
01429 523768

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?

Outstanding
NATIONAL AVG. 2.09
Ofsted Inspection
(15/03/2022)
Full Report - All Reports
58%
NATIONAL AVG. 38%
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 15% of schools in England) Below Average (About 18% of schools in England) Average (About 35% of schools in England) Above Average (About 16% of schools in England) Well Above Average (About 16% of schools in England)

School Results Over Time

2019 2022 2023 2020 Covid-19 2021 Covid-19 UNLOCK

% of pupils who achieved 5+ GCSEs grade 9-4
2019 2022 2023 2020 Covid-19 2021 Covid-19 UNLOCK

% of pupils who achieved GCSE grade 5 or above in both English and maths
2019 2022 2023 2020 Covid-19 2021 Covid-19 UNLOCK

% of pupils who achieved 3 A levels at AAB or higher
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Mapleton Road
Hartlepool
TS24 8NQ
01429266377

School Description

Success is celebrated every day in this school. The corridors echo with the sound of pupils applauding each other’s achievements in lessons. Weekly ‘Proud’ events give pupils the chance to show off their work. Pupils are keen to tell visitors about what they have accomplished in school that day. Leaders place no limits on what pupils can achieve. Pupils are encouraged to ‘make your best, even better’. Pupils rise to this challenge. They take immense pride in their studies. The work in their books is of a consistently high standard. They behave exceptionally well and are a credit to themselves. The school has a strong community spirit. Pupils are encouraged to become active citizens. The vast majority of pupils, including disadvantaged pupils, attend an afterschool club. Pupils support local charities. For example, sixth-form students coordinate donations for a local food bank. There is a genuine warmth between staff and pupils. Pupils feel safe. Any rare incidents of bullying are swiftly dealt with. Peer mentors support Year 7 pupils to settle into school. Students in the sixth form are proud to help younger pupils with their reading. As one parent put it, ‘[Dyke House is] much more than just a school. It’s at the heart of the community.’ What does the school do well? Leaders have established a curriculum that inspires pupils and students. There is high ambition for all. This includes pupils with special educational needs and/or disabilities (SEND) and disadvantaged pupils. Trustees pay close attention to the most vulnerable learners. They hold leaders to account. This supports leaders to remain sharply focused on ensuring that all pupils achieve their best. The curriculum is exceptionally well designed. It enables pupils to build their knowledge over time, and to link their knowledge from different subjects. Pupils are adept at using subject-specific language when they talk about their learning. Teachers plan opportunities to include authentic texts in lessons. For example, sixthform students studying psychology read carefully selected journal articles. Pupils studying languages read extracts of ‘Harry Potter’ in Spanish. This helps pupils deepen their understanding of the subjects that they study. Pupils with SEND are carefully considered by leaders when designing the curriculum. Individual pupils’ needs are accurately identified. The right support is then put in place. Teachers make skilful adaptations to lessons depending on the needs of individual pupils. As a result, pupils with SEND achieve remarkably well in all key stages. Inspection report: Dyke House Sports and Technology College 15 and 16 March 2022 2 Teachers use a range of methods, such as short quizzes, to routinely check pupils’ knowledge. Teachers address any knowledge gaps before moving on. Leaders use assessment information effectively to adapt and improve the curriculum. Reading has a central importance in school. There is a breadth of reading programmes for pupils. Pupils who need help with reading are swiftly identified. Pupils get the right support to catch-up quickly. Pupils who are more confident readers are nurtured to develop a love of reading. Teachers can see the difference that these programmes make to pupils. Pupils are more engaged in their lessons because their reading ability has been strengthened by this work. Pupils’ conduct is superb. The impact of their strong relationships with staff is tangible. The very small minority of younger pupils who occasionally fall short of the school’s high behaviour expectations are well supported to turn things around. As a result, the school is calm and orderly. The curriculum significantly broadens pupils’ cultural horizons. For example, Year 7 pupils benefited from a recent visit to Durham Cathedral. This helped them to link their religious education to what they have learned in history about Henry VIII. School elections for ‘Student President’ give pupils a lived experience of democracy. The ‘Life’ programme provides pupils and students with the vital knowledge that they need to be prepared for life in modern Britain. The work to develop pupils’ character is exceptional. ‘Love to Learn’ projects inspire pupils to work independently and read around topics that interest them. Pupils with leadership responsibilities are working with leaders to develop a sensory room to support pupils with their mental well-being. Careers education begins in Year 7. Local colleges visit to talk about what options pupils have at post-16. Pupils and students learn about apprenticeships and university pathways. Students are exceptionally passionate about their experience in sixth form. They feel that the school goes above and beyond to provide bespoke support. Students benefit greatly from work placements and visits to university masterclasses. A high proportion of sixth-form students progress to Russell Group universities. Leadership is strong at all levels. Staff universally buy into leaders’ vision. Everyone is pulling in the same direction. Staff consistently report high levels of consideration from leaders about their workload and well-being. They value the high-quality training that they receive. This professional development has a material impact on the quality of education in school.

Dyke House Sports and Technology College Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>73, "agree"=>20, "disagree"=>5, "strongly_disagree"=>2, "dont_know"=>1} UNLOCK Figures based on 123 responses up to 14-06-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>71, "agree"=>24, "disagree"=>3, "strongly_disagree"=>1, "dont_know"=>1} UNLOCK Figures based on 123 responses up to 14-06-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>72, "agree"=>20, "disagree"=>7, "strongly_disagree"=>0, "dont_know"=>2} UNLOCK Figures based on 123 responses up to 14-06-2022
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>80, "strongly_agree"=>8, "agree"=>3, "disagree"=>3, "strongly_disagree"=>2, "dont_know"=>2} UNLOCK Figures based on 123 responses up to 14-06-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>63, "agree"=>20, "disagree"=>10, "strongly_disagree"=>7, "dont_know"=>1} UNLOCK Figures based on 123 responses up to 14-06-2022
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>41, "strongly_agree"=>30, "agree"=>17, "disagree"=>8, "strongly_disagree"=>2, "dont_know"=>2} UNLOCK Figures based on 123 responses up to 14-06-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>79, "agree"=>14, "disagree"=>0, "strongly_disagree"=>5, "dont_know"=>2} UNLOCK Figures based on 43 responses up to 14-06-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>81, "agree"=>12, "disagree"=>2, "strongly_disagree"=>1, "dont_know"=>4} UNLOCK Figures based on 123 responses up to 14-06-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>73, "agree"=>21, "disagree"=>2, "strongly_disagree"=>1, "dont_know"=>2} UNLOCK Figures based on 123 responses up to 14-06-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>72, "agree"=>23, "disagree"=>4, "strongly_disagree"=>1, "dont_know"=>1} UNLOCK Figures based on 123 responses up to 14-06-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>69, "agree"=>28, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>2} UNLOCK Figures based on 123 responses up to 14-06-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>72, "agree"=>24, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>2} UNLOCK Figures based on 123 responses up to 14-06-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>67, "agree"=>20, "disagree"=>3, "strongly_disagree"=>1, "dont_know"=>9} UNLOCK Figures based on 123 responses up to 14-06-2022
Yes No {"yes"=>89, "no"=>11} UNLOCK Figures based on 123 responses up to 14-06-2022

Responses taken from Ofsted Parent View

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