Great Marlow School
Catchment Area, Reviews and Key Information

Secondary
Post 16
PUPILS
1436
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
01296 395000 / 0845 3708090

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
(16/5/17)
Full Report - All Reports
68%
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

Bobmore Lane
Marlow
SL7 1JE
01628483752

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. Since taking up the post of headteacher in September 2016, you have provided determined leadership aimed at ensuring a high-quality education for every pupil, regardless of their ability or circumstances. Your staff support your vision and work hard to maintain the school’s strengths and improve the school further. There is a caring and stimulating ethos in the school, which enables pupils to make strong progress and achieve well. However, you and your leadership team are not complacent and you are ambitiously implementing plans to help pupils, particularly the most able, make even greater progress. Pupils behave very well. They are kind and respectful towards each other and their teachers. Pupils are proud of their school and take good care of their school environment. They appreciate the wide range of clubs and trips on offer. Leaders ensure that all pupils can access these enriching experiences. Pupils told inspectors that they enjoy school, and this is reflected in their good levels of attendance. The attendance of most disadvantaged pupils and those who have special educational needs/and or disabilities is improving. Since the last inspection, leaders have developed meticulous systems to assess and track pupils’ progress regularly. This helps ensure that any pupil who is at risk of falling behind is spotted quickly. Prompt and useful support helps these pupils achieve well. For example, pupils who find reading difficult are given appropriate individual support and quickly begin to make rapid progress. Effective training helps teachers plan effectively for the needs of pupils of varying abilities. Pupils now make more consistent progress in all subjects. Subject and pastoral leaders monitor the quality of teaching and pupils’ progress effectively. As a result, leaders and governors know the strengths of the school. You also know where further improvement is needed. For example, you recognise that pupils whose circumstances make them particularly vulnerable need to make more rapid progress. Governors know the school well and they provide strong support and challenge to you and other leaders. Morale is high at your inclusive school. Everyone shares your ambition that all pupils achieve their very best and develop into well-rounded citizens. Parents speak highly of the school and almost all parents who responded to Ofsted’s online questionnaire, Parent View, would recommend the school to another parent. Safeguarding is effective. The leadership team has ensured that all safeguarding arrangements are fit for purpose. All records are detailed and of a high quality. Staff receive regular training about how to keep children safe from abuse, sexual exploitation, radicalisation and extremism. Before appointing staff, leaders carry out all of the required employment checks. These are then recorded meticulously on the school’s single central register. There is a strong culture of vigilance and support to ensure that pupils are kept safe. Staff are knowledgeable about safeguarding procedures and practices because they receive regular training and updates. Governors have undertaken all the necessary safeguarding training. A dedicated team of staff works with determination and sensitivity alongside parents and external agencies to support vulnerable pupils. Parents say that their children feel safe in school. Pupils state that staff are approachable and that they know an adult they can turn to if they have any worries. Pupils appreciate the concern that staff members have for their welfare and well-being. Inspection findings During this inspection, inspectors focused on the following lines of enquiry: the effectiveness of the curriculum, particularly for the most able pupils; the attendance and progress of vulnerable pupils; pupils’ achievement in science; the effectiveness of teaching of pupils who have special educational needs and/or disabilities; how effectively leaders are developing an inclusive ethos in the school. Since the last inspection, pupils’ achievement in science has improved and continues to improve. There has been an effective focus on improving teaching and learning. Teachers rightly speak highly of your ‘outstanding teacher intervention programme’. They are now skilled in planning lessons that cater well for pupils with varying starting points. For example, in a practical science lesson, lower-ability pupils completed experiments with great care and worked well in groups to record accurate results. Examination results, teachers’ assessments of current pupils’ achievement, together with evidence in pupils’ work, support school leaders’ evaluation that the quality of teaching is now consistently strong. As a result, pupils achieve well and say that they enjoy science. Leaders are beginning to act to ensure that the curriculum provides well for the most able pupils. The proportion of most-able pupils successfully taking a modern foreign language at GCSE is increasing. The science department is very enthusiastic about introducing separate sciences at GCSE so that the most able pupils are better prepared for post-16 courses. As a result, teachers are sensitively supporting the most able pupils, including those from disadvantaged backgrounds, to take, and experience success in, challenging subjects both at GCSE and in the sixth form. The leadership team has introduced a wide range of effective approaches which help disadvantaged pupils achieve well. Leaders and teachers now monitor closely the progress of all pupils whose circumstances make them vulnerable to underachievement. Consequently, teachers are swift to provide effective additional help to support pupils who are at risk of falling behind. Progress of the most disadvantaged pupils now closely matches the strong progress of other pupils at the school. Some pupils whose circumstances make them particularly vulnerable are well supported in their personal development. However, you correctly recognise that for these pupils, their academic progress could improve further. The arrangements for identifying and helping pupils who have special educational needs and/or disabilities are effective. Teachers work closely with learning support assistants to ensure that these pupils achieve well. Leaders suitably adapt the curriculum for individuals who need extra help, particularly at GCSE. Next steps for the school Leaders and those responsible for governance should ensure that: teachers strengthen the academic support given to the small group of pupils whose circumstances make them particularly vulnerable, so that their achievement continues to improve plans to provide a more challenging curriculum for the most able pupils are further developed.

Great Marlow School Parent Reviews



Average Parent Rating

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“Review of Great Marlow School”

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"> This a brilliant school and has allowed my children to excel in their education as well as extra-curricular areas and sport. I would highly recommended this school, it produces articulate, resilient and capable student who are well prepared for life in general.
unlock % Parents Recommend This School
Strongly Agree 70% Agree 26% Disagree 2% Strongly Disagree 0% Don't Know 1% {"strongly_agree"=>70, "agree"=>26, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>1} Figures based on 297 responses up to 10-11-2018
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Figures based on 297 responses up to 10-11-2018

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Figures based on 297 responses up to 10-11-2018

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Figures based on 297 responses up to 10-11-2018

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Figures based on 297 responses up to 10-11-2018

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Figures based on 297 responses up to 10-11-2018

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Figures based on 297 responses up to 10-11-2018

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Figures based on 297 responses up to 10-11-2018

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Figures based on 297 responses up to 10-11-2018

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Figures based on 297 responses up to 10-11-2018

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Figures based on 297 responses up to 10-11-2018

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Figures based on 297 responses up to 10-11-2018

Responses taken from Ofsted Parent View

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