Greensward Academy
Catchment Area, Reviews and Key Information

Secondary
Post 16
PUPILS
1528
AGES
11 - 18
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 2021, ONS
0845 603 2200

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
(20/2/18)
Full Report - All Reports
73%
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

Greensward Lane
Hockley
SS5 5HG
01702202571

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. Since your appointment 18 months ago, the school has benefited from your collaborative and open style of leadership. You clearly want the best for your pupils. All leaders work well with you to identify the strengths of the school and areas which need to develop further. The teaching and outcomes at key stage 5 are very strong. The school’s continued improvement is supported well by the governing body and the trust. Pivotal to your school’s work is the determination that all pupils, including those from disadvantaged backgrounds, succeed academically. Leaders are instrumental in embedding the idea of ‘strength in challenge’ and ‘the healthy struggle’. Pupils speak enthusiastically about how challenge in their work helps them to make progress and they enjoy their lessons as a result. You are determined to lead the school away from a culture of help outside the classroom at key stage 4, after strategies have not worked, to a culture of effective teaching across all subjects from the start of Year 7. This has led to leaders radically changing practice in some areas, for example in the way pupils receive support for special educational needs (SEN) and/or disabilities. Leaders have invested time and researched what makes teaching effective in the classroom. They are committed to ensuring that all pupils receive quality teaching. One parent said: ‘Every day my child comes home and recounts her day with enthusiasm; she is going from strength to strength academically, because she feels able and encouraged to participate in class.’ You and your leadership team have developed effective methods to determine pupils’ strengths and weaknesses. Leaders also ensure that the quality of teaching meets your high expectations. These strategies have underpinned improvements in standards, notably in English and mathematics, but can also be seen in creative arts subjects. Leaders recognise that there is room for improvement in the outcomes in some subjects like science, especially for disadvantaged pupils, and you have explicitly addressed this in your planning and delivery from the start of this academic year. We discussed the concern of some parents and carers about communications from the school. For example, comments were noted in the Ofsted online questionnaire that the reports parents receive about pupils’ progress are overly complicated and the graphs difficult to interpret. During the inspection, the pupils behaved respectfully and conducted themselves well. Pupils are eager and willing to learn; this behaviour helps them make good progress in their lessons. Leaders were able to show a marked decrease in the number of incidents of poor behaviour and fixed-term exclusions since your appointment. Pupils, staff and parents are mainly complimentary about the standards of behaviour within the school. One parent said: ‘We could not have asked for a better start to secondary school life.’ Leaders are now rightly assessing the level of sanction given to pupils for smaller infringements of the school rules, to ensure that these are proportionate. Since the last inspection, attendance has improved. Pastoral leaders ensure that pupils understand the importance of good attendance. Although a marked increase has occurred in the attendance of disadvantaged pupils, leaders are not complacent and recognise that this still needs to improve further, so that these pupils attend as regularly as others. Safeguarding is effective. Leaders and governors have ensured that there is a strong safeguarding culture within the school; pupils, parents and staff all understand and support the culture. Staff are regularly trained on how they should act if they have any concerns and the system for referring concerns is used effectively. Vulnerable pupils are closely monitored and timely referrals are made to external agencies when needed. Leaders are tenacious in ensuring that pupils receive the external support they may need; this is a strength that is recognised by both pupils and parents. Pupils speak confidently about how they are safe at school and are taught to keep themselves safe in other situations, including online. They learn about this in tutor time, personal, social, health and economic education and in assemblies. Pupils understand the dangers of radicalisation and other social dangers. Inspectors saw pupils being taught how to develop political views in a balanced and appropriate way that supports life in Britain.

Greensward Academy Parent Reviews



unlock % Parents Recommend This School
Strongly Agree 47% Agree 43% Disagree 7% Strongly Disagree 3% Don't Know 0% {"strongly_agree"=>47, "agree"=>43, "disagree"=>7, "strongly_disagree"=>3, "dont_know"=>0} Figures based on 231 responses up to 02-05-2019
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Figures based on 231 responses up to 02-05-2019

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Figures based on 231 responses up to 02-05-2019

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Figures based on 231 responses up to 02-05-2019

unlock

Figures based on 231 responses up to 02-05-2019

unlock

Figures based on 231 responses up to 02-05-2019

unlock

Figures based on 231 responses up to 02-05-2019

unlock

Figures based on 231 responses up to 02-05-2019

unlock

Figures based on 231 responses up to 02-05-2019

unlock

Figures based on 231 responses up to 02-05-2019

unlock

Figures based on 231 responses up to 02-05-2019

unlock

Figures based on 231 responses up to 02-05-2019

Responses taken from Ofsted Parent View

Your rating:
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