Gillingham School
Catchment Area, Reviews and Key Information

Secondary
Post 16
PUPILS
1757
AGES
11 - 18
GENDER
Mixed
TYPE
Voluntary controlled school
SCHOOL GUIDE RATING
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Can I Get My Child Into This School?

Enter a postcode to see where you live on the map
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Very Likely
Likely
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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
01305 221060

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
(11/7/17)
Full Report - All Reports
58%
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

Hardings Lane
Gillingham
SP8 4QP
01747 822222

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You and other senior leaders have high aspirations for pupils because you want the very best for them. Consequently, you lead with purpose and determination. Other staff are also expected to demonstrate these qualities in their work. They are happy to do so because staff share the view that the pupils are at the heart of the school’s work. Middle leaders appreciate the trust placed in them by senior leaders to do their jobs. They feel encouraged to take risks and invest in their professional development. This approach helps staff to take pride in their work and responsibility for their career progression. As you put it, ‘We believe in growing our own.’ Leaders are well supported by governors, who are passionately committed to the school. They are knowledgeable about many aspects of the school’s work and bring a range of experience and expertise to the full board. Governors are increasingly providing robust challenge to senior leaders. However, they would be assisted further in this work if they had a more detailed understanding of achievement information. Leaders, governors and the wider staff have nurtured a school culture in which pupils are known as individuals, in spite of the school’s large size. They feel valued because the school’s ethos is inclusive and recognises that everyone is different. One governor commented to me, ‘We put the child first.’ Pupils also reported that they are well cared for, enjoy their school experience and feel comfortable. One pupil told me, ‘school is a fun and safe environment’. Furthermore, you have a strong, productive relationship with nearly all your parents, who are supportive of your efforts to improve the school. The vast majority of parents who responded to the online survey Parent View would recommend the school and agree that is it well led. Leaders’ high expectations and commitment to staff professional development are improving the consistency of teaching across the school. Teachers use their good subject knowledge to plan interesting, challenging and engaging activities. Consequently, pupils respond well to teaching. For example, in one observed history lesson the teacher engaged Year 10 pupils in an interesting class discussion. The discussion focused on how conventional understanding of medicine was challenged by Vesalius in the 16th century. Pupils were interested and wanted to find out more. Pupils’ behaviour is good in lessons because of the quality of teaching. They listen attentively to their teachers, follow instructions promptly and settle to tasks quickly and conscientiously. No low-level disruption was observed during the inspection. Pupils’ behaviour is equally good outside of lessons around the school site at breaktimes. They are pleasant, friendly and courteous. Pupils treat each other and adults with consideration and respect. 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 actions taken to raise achievement for pupils across the curriculum, particularly pupils who have special educational needs and/or disabilities. We also considered the quality of pupils’ welfare, including establishing whether attendance is improving and exclusions falling. Finally, we considered whether safeguarding is effective. 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, supported by the wider team, is proactive and tenacious in his work. He ensures that appropriate systems are in place to protect vulnerable pupils and monitors them closely. All staff are given appropriate child protection training and know whom to speak to should they have any concerns about a child. Referrals are securely kept online and well organised so that the chronology of events is clear. This enables staff to take prompt, effective action to keep pupils safe. The safeguarding team knows these pupils well. Staff liaise effectively with external agencies and are persistent in their efforts to secure the support that pupils need. Checks to ensure that staff are suitable to work with children are up to date and complete. Staff and governors involved in recruitment are also appropriately trained to ensure that staff joining the school are suitable. The large school site is increasingly secure because leaders have reviewed provision and made changes accordingly. Consequently, gates that have not been fit for purpose have been replaced. Moreover, CCTV has been installed and the site supervision team ‘keep a close eye’ on the site’s perimeter.

Gillingham School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree 58% Agree 33% Disagree 5% Strongly Disagree 4% Don't Know 0% {"strongly_agree"=>58, "agree"=>33, "disagree"=>5, "strongly_disagree"=>4, "dont_know"=>0} Figures based on 216 responses up to 19-07-2019
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Figures based on 216 responses up to 19-07-2019

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Figures based on 216 responses up to 19-07-2019

unlock

Figures based on 216 responses up to 19-07-2019

unlock

Figures based on 216 responses up to 19-07-2019

unlock

Figures based on 216 responses up to 19-07-2019

unlock

Figures based on 216 responses up to 19-07-2019

unlock

Figures based on 216 responses up to 19-07-2019

unlock

Figures based on 216 responses up to 19-07-2019

unlock

Figures based on 216 responses up to 19-07-2019

unlock

Figures based on 216 responses up to 19-07-2019

unlock

Figures based on 216 responses up to 19-07-2019

Responses taken from Ofsted Parent View

Your rating:
Review guidelines
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  • Do back up your opinion with examples or clear reasons but, remember, it’s your opinion not fact.
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  • Don't go in to detail about specific staff or pupils. Individual complaints should be directed to the school.
  • Do go to the relevant authority is you have concerns about a serious issue such as bullying, drug abuse or bad management.
Read the full review guidelines and where to find help if you have serious concerns about a school.
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