Eaton Bank Academy
Catchment Area, Reviews and Key Information

Secondary
Post 16
PUPILS
1052
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, ONS

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
(03/04/2019)
Full Report - All Reports
63%
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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Jackson Road
Congleton
CW12 1NT
01260273000

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. Since the last inspection you have strengthened leadership at all levels. Your leadership team and the governors understand your vision for the school and work with you to make Eaton Bank Academy the best that it can be. As a result, pupils’ progress in the published examination information has improved steadily over the last three years and is now in line with national averages. This improvement in progress is continuing for current pupils. Although progress has improved for all pupils there are some groups of pupils who do not learn as well as others. For example, disadvantaged pupils make considerably less progress than other pupils and boys do not make as much progress as girls. This is because you do not always have a sharp focus on how strategies for improvement impact on these various groups of pupils. Together with your teaching and learning lead, you have transformed the development of teaching within the school. Your middle leaders are helping to drive improvements in teaching through professional dialogue and collaboration. The professional, cross-curricular learning groups that you have introduced allow teachers to talk about pedagogy and share ideas to help pupils learn. This is growing into a self-generating process of improvement. Despite the improvements to teaching, teachers do not typically focus on the development of literacy skills. Pupils’ work shows a considerable difference between the standards of boys’ and girls’ writing. The work seen in pupils’ books demonstrated that boys typically have more difficulty writing high-quality answers using appropriate, subject-specific vocabulary. You have created a warm and welcoming environment in the school. Pupils are friendly to visitors, and polite and respectful to each other and adults around the building. Pupils behave well both during learning and in social areas. They are typically attentive and engaged in their learning. Pupils told inspectors that they learned how to keep themselves safe, particularly online. They said that they felt safe in school and that there was always someone to talk to if they had any concerns. They said that bullying did happen sometimes but that the teachers dealt with it appropriately. Staff are grateful for the opportunities for professional development that you have provided. They feel valued and trusted. They think that you lead the school well and give them support when needed. Staff say that pupils are well behaved and safe in school. Governors are knowledgeable and bring a range of relevant skills to the governance of the school. They are supportive of you while understanding the need to hold you to account for the progress and welfare of pupils. They know the next steps that the school needs to take to develop further. At the time of the last inspection you were asked to improve teaching and learning particularly for disadvantaged pupils. You have done this in part: teaching is improving, and disadvantaged pupils are beginning to make stronger progress. However, there continues to be a significant difference between the progress of disadvantaged pupils and other pupils. Safeguarding is effective. Safeguarding is a strength. All staff, including governors, are trained each year and updates are provided frequently so that staff are made aware of any concerns or changes promptly. Checks on anybody who works in or visits the school are thorough and ensure that only those who are safe to work with children do so. Staff are aware of the concerns most likely to affect pupils in the school. You provide additional training to ensure that you and your team can provide effective support in these areas. You have developed strong local links and work with parents to provide the best care for children in need. Referrals are made promptly when necessary. You have also put in place a pupils’ safeguarding welfare group. This group provides additional support for pupils who have concerns. It consists of pupils who have been trained as peer supporters and who give other pupils a further safe place to go to should they require help.

Eaton Bank Academy Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>49, "agree"=>44, "disagree"=>3, "strongly_disagree"=>3, "dont_know"=>1} UNLOCK Figures based on 186 responses up to 04-04-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>55, "agree"=>40, "disagree"=>3, "strongly_disagree"=>1, "dont_know"=>1} UNLOCK Figures based on 186 responses up to 04-04-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>47, "agree"=>42, "disagree"=>6, "strongly_disagree"=>4, "dont_know"=>1} UNLOCK Figures based on 186 responses up to 04-04-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>51, "agree"=>41, "disagree"=>3, "strongly_disagree"=>3, "dont_know"=>1} UNLOCK Figures based on 186 responses up to 04-04-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>42, "agree"=>47, "disagree"=>6, "strongly_disagree"=>3, "dont_know"=>1} UNLOCK Figures based on 186 responses up to 04-04-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>39, "agree"=>48, "disagree"=>8, "strongly_disagree"=>3, "dont_know"=>2} UNLOCK Figures based on 186 responses up to 04-04-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>40, "agree"=>48, "disagree"=>5, "strongly_disagree"=>3, "dont_know"=>3} UNLOCK Figures based on 186 responses up to 04-04-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>30, "agree"=>36, "disagree"=>5, "strongly_disagree"=>4, "dont_know"=>25} UNLOCK Figures based on 186 responses up to 04-04-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>50, "agree"=>41, "disagree"=>4, "strongly_disagree"=>3, "dont_know"=>2} UNLOCK Figures based on 186 responses up to 04-04-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>47, "agree"=>38, "disagree"=>4, "strongly_disagree"=>5, "dont_know"=>5} UNLOCK Figures based on 186 responses up to 04-04-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>56, "agree"=>34, "disagree"=>6, "strongly_disagree"=>3, "dont_know"=>0} UNLOCK Figures based on 186 responses up to 04-04-2019
Yes No {"yes"=>91, "no"=>9} UNLOCK Figures based on 186 responses up to 04-04-2019

Responses taken from Ofsted Parent View

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