East Bergholt High School
Catchment Area, Reviews and Key Information

Secondary
PUPILS
900
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, ONS
0345 600 0981

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?

Good
NATIONAL AVG. 2.09
Ofsted Inspection
(07/06/2023)
Full Report - All Reports
54%
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
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Heath Road
East Bergholt
Colchester
CO7 6RJ
01206298200

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You and your senior colleagues have led the school with dedication and commitment. A large majority of pupils, staff and parents recognise and appreciate the way you have helped to shape a highly inclusive environment where there are high aspirations that every pupil can achieve regardless of their background, and where there is a determination that no pupil will get left behind in their learning. As a result, almost all pupils successfully move onto the next stage of their education or employment. All pupils acknowledge the very strong levels of support, guidance and care they receive and they feel highly valued. They are appreciative that staff will go ‘the extra mile’ to help them beyond their lessons. They also appreciate the large number of leadership opportunities they have within the school. As a result, pupils enjoy school, attend consistently and behave very well. They wear their uniforms smartly and look after the school site carefully. They wholeheartedly take advantage of the wide range of extra-curricular opportunities available. They are polite and courteous to adults and each other. There is an industrious and constructive atmosphere in almost all lessons. Pupils work purposefully and enthusiastically. They are being taught to work independently and they are able to answer questions reflectively and articulately. They keep clear written records of their learning which will support future revision. Teachers construct and maintain trusting and mutually respectful relationships. You are committed to the importance of a curriculum with breadth and balance and you have ensured that pupils are able to study a wide variety of subjects which are appropriate for their progression. You and your senior colleagues have focused appropriately on following the recommendations made in the previous inspection report. You have worked successfully to strengthen further the quality of teaching. You have made sure that the school’s assessment policy is applied more consistently. You have developed an effective literacy strategy, which is having a clear impact on achievement in certain areas of the school, including English and humanities. You have ensured that adults other than teachers working in classrooms are coordinated more effectively and this is helping to support effective provision for pupils who have special educational needs and/or disabilities. You are clear that there is still a great deal to be done if the school is to become outstanding. You have accurately identified the strengths and weaknesses of the school and you have developed focused and relevant plans for future improvement. You understand the importance of addressing the remaining inconsistencies in pupil achievement between different subject areas and between different pupil groups within the school. You have enhanced the programme of training available for staff so that, over time, all teaching can be as strong as the best. Safeguarding is effective. Leaders, including governors, have constructed and maintained a culture of safeguarding within the school. The leadership team has ensured that all safeguarding arrangements are fit for purpose and records are detailed and of high quality. Pupils all said there are adults in the school they trust to speak to if they have any concerns. They said they feel very safe at the school. Pupils were confident that poor behaviour, including bullying, is rare and dealt with effectively if it does occur. The pupils who are trained as ‘SOS leaders’ contribute successfully to this culture of support. The curriculum helps pupils to deal with any risks they may routinely face, including the use of the internet and social networking sites. Pupils reported that the advice they receive does help to shape their behaviour. Staff training and any necessary updating of staff expertise is well planned and delivered effectively. All staff are clear about the procedures for reporting any concerns. Any reports are followed up with necessary urgency. Staff liaise effectively with external agencies so that pupils get the help that they need rapidly. Information is shared effectively with parents and carers on these occasions, and collaborative working relationships with other agencies help to keep children safe. The school successfully coordinates the care and welfare of children looked after who attend the school. Inspection findings In 2017, pupils at key stage 4 made progress overall which was in line with the national average. They made progress which was above the national average in English, mathematics and humanities. However, they did much less well in a number of their other subjects, particularly in some of those that pupils chose as options, including modern foreign languages, drama and art. My initial line of enquiry, therefore, was to understand the reasons for this unevenness in performance. School leaders accept that, over time, teaching has not as been as strong in these areas as it should be. This has meant that, despite many recent improvements, there has not been enough time to compensate completely for previously weaker teaching and to see the impact in pupils’ key stage 4 results. School leaders were able to explain a range of strategies which have been put in place to promote consistently positive outcomes across all subjects. There have been changes in the leadership and management in relevant subject areas. New and inexperienced leaders have been paired with experienced and successful colleagues who act as mentors. Departmental leaders have also started to work with subject leaders in other schools within the multi-academy trust. The school’s own performance information suggests that underperforming subjects have started to catch up, both during key stage 4 and further down the school. Evidence gathered during this inspection was consistent with this evaluation. My second line of enquiry was to investigate how the school is working to ensure that the most able pupils in particular make really strong progress. This is because those pupils who join the school with attainment which is above the national average do not make as much progress overall as those with lower starting points. You recognise that this is a crucial group whose attainment needs to improve if overall progress within the school is to be strengthened to become well above the national average. The school has adopted a range of strategies to accelerate further the progress of the most able pupils. The school’s professional development programme has focused on this theme. All teachers have been required to have a performance management target centred on this priority. Teachers know who the most able pupils are in their classes. They are assiduous in ensuring that the most able pupils master a large amount of relevant, and often complex, subject knowledge. However, some most-able pupils reported that they did not always feel challenged in all lessons. This is because teachers do not consistently provide sufficient opportunities for them to respond to tasks which require them to apply, combine and manipulate their subject knowledge. School leaders acknowledge that there is still room for the school to sharpen further its provision for highprior-attaining pupils. A further key focus for this inspection was to explore the provision for disadvantaged pupils. Disadvantaged pupils have not made as much progress overall as their non-disadvantaged peers nationally since the last inspection. The school has introduced a range of strategies to improve the achievement of disadvantaged pupils. For example, the school has created a role for ‘pupilpremium champions’ in each year, who meet regularly with disadvantaged pupils, analyse what is holding back their learning and share individual approaches to help remedy this with relevant teaching staff. As a result, the progress made by disadvantaged pupils overall improved in 2017 and in some subjects, such as mathematics, these pupils achieved as well as their peers.

East Bergholt High School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>32, "agree"=>46, "disagree"=>11, "strongly_disagree"=>9, "dont_know"=>1} UNLOCK Figures based on 192 responses up to 12-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>32, "agree"=>52, "disagree"=>9, "strongly_disagree"=>5, "dont_know"=>3} UNLOCK Figures based on 192 responses up to 12-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>25, "agree"=>43, "disagree"=>21, "strongly_disagree"=>7, "dont_know"=>4} UNLOCK Figures based on 192 responses up to 12-07-2023
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>58, "strongly_agree"=>10, "agree"=>13, "disagree"=>6, "strongly_disagree"=>8, "dont_know"=>5} UNLOCK Figures based on 192 responses up to 12-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>16, "agree"=>37, "disagree"=>30, "strongly_disagree"=>12, "dont_know"=>6} UNLOCK Figures based on 192 responses up to 12-07-2023
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>17, "strongly_agree"=>24, "agree"=>23, "disagree"=>15, "strongly_disagree"=>17, "dont_know"=>4} UNLOCK Figures based on 192 responses up to 12-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>31, "agree"=>22, "disagree"=>31, "strongly_disagree"=>12, "dont_know"=>4} UNLOCK Figures based on 49 responses up to 12-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>30, "agree"=>40, "disagree"=>16, "strongly_disagree"=>4, "dont_know"=>10} UNLOCK Figures based on 192 responses up to 12-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>31, "agree"=>45, "disagree"=>15, "strongly_disagree"=>7, "dont_know"=>2} UNLOCK Figures based on 192 responses up to 12-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>23, "agree"=>42, "disagree"=>23, "strongly_disagree"=>7, "dont_know"=>4} UNLOCK Figures based on 192 responses up to 12-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>31, "agree"=>52, "disagree"=>11, "strongly_disagree"=>3, "dont_know"=>4} UNLOCK Figures based on 192 responses up to 12-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>36, "agree"=>54, "disagree"=>6, "strongly_disagree"=>2, "dont_know"=>2} UNLOCK Figures based on 192 responses up to 12-07-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>26, "agree"=>34, "disagree"=>18, "strongly_disagree"=>11, "dont_know"=>10} UNLOCK Figures based on 192 responses up to 12-07-2023
Yes No {"yes"=>68, "no"=>32} UNLOCK Figures based on 192 responses up to 12-07-2023

Responses taken from Ofsted Parent View

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