Haberdashers' Adams
Catchment Area, Reviews and Key Information

Secondary
Post 16
PUPILS
1067
AGES
11 - 18
GENDER
Co-Ed & Boys Boarding
TYPE
Academy converter
SCHOOL GUIDE RATING

Can I Get My Child Into This School?

Enter a postcode to see where you live on the map
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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
(10/05/2022)
Full Report - All Reports
97%
NATIONAL AVG. 38%
5+ GCSEs grade 9-4 (standard pass or above) including English and maths
95%
NATIONAL AVG. 45%
GCSE Grade 5 (strong pass) or above in both English and maths
71.2
Attainment 8 score
Results in 8 core subjects
NATIONAL AVERAGE 45.9
+0.46
Progress 8 score
SATs to GCSE
NATIONAL AVERAGE -0.03
35%
NATIONAL AVG. 11%
3 A levels at AAB or higher inc. two facilitating subjects
DATA
GUIDE

Secondary Data
Explained for parents
39.47
A level average point score
NATIONAL AVERAGE 35.48
B
Average A level result
NATIONAL AVERAGE B-
96%
NATIONAL AVG. 87%
Happiness Rating

Ofsted Parent View

19.9:1
NATIONAL AVG. 16.3:1
Pupil/Teacher ratio
13.9%
NATIONAL AVG. 26.5%
Persistent Absence
11.6%
NATIONAL AVG. 18.6%
Pupils first language
not English
5.1%
NATIONAL AVG. 27.3%
Free school meals
7.3%
NATIONAL AVG. 12.9%
Pupils with SEN support

Progress Compared With All Other Schools

+ 0.46 GCSE Progress Score Well Below Average (About 16% of schools in England) Below Average (About 18% of schools in England) Average (About 33% of schools in England) Above Average (About 17% of schools in England) Well Above Average (About 16% of schools in England)

School Results Over Time

2019 2022 2023 2024 98% 99% 100% 97% 2020 2021 COVID

% of pupils who achieved 5+ GCSEs grade 9-4
2019 2022 2023 2024 95% 98% 98% 95% 2020 2021 COVID

% of pupils who achieved GCSE grade 5 or above in both English and maths
2019 2022 2023 2024 37% 40% 35% 35% 2020 2021 COVID

% of pupils who achieved 3 A levels at AAB or higher
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School Video

School Prospectus

High Street
Shropshire
Newport
TF10 7BD
01952953810

See News and Open Days from Haberdashers' Adams

School Description

This is a school at which staff provide high levels of both academic and pastoral care. The house system sits at the heart of school life. Pupils enjoy the various ways in which they can represent their house and the opportunities they are given to celebrate success. Pupils have a strong sense of belonging at the school and described the house system as like ‘being part of a family’. Pupils behave exceptionally well. They are mature, articulate young adults who show a hunger for learning. At break- and lunchtimes, pupils play together sensibly and are polite and respectful to both staff and their peers. Bullying is extremely rare and, when it does occur, it is dealt with swiftly by staff. Leaders are keen that pupils extend their learning at key stage 3 beyond their curriculum subjects. In Year 8, pupils have a ‘world affairs’ lecture once a week, and in Year 9, pupils complete an independent learning qualification. Pupils can select from a wide range of subjects at both GCSE and A level and achieve very well. Parents and carers are overwhelmingly positive about the school. They recognise and value the support their children are given. As one parent commented in response to Ofsted’s survey, ‘My son has flourished at this school both academically and emotionally.’ What does the school do well and what does it need to do better? In many subjects, the curriculum is well planned and sequenced. This is particularly the case at key stages 4 and 5. Leaders have thought carefully about what pupils need to know and how to build on their prior learning. In science, for example, leaders have constructed an effective curriculum that ensures that pupils can revisit learning and secure their understanding of key concepts. In this subject, pupils are confident in what they know, and they make strong progress. In some subjects at key stage 3, the sequencing of the curriculum is less clear. Not all departments have thought carefully as to the exact order in which topics are taught and what key concepts pupils need to know and build on. This sometimes means that pupils do not always remember as much as they could. Teachers are highly knowledgeable and are passionate advocates for their subject. They use this expertise very effectively to teach the curriculum. Teachers are keen to make sure that learning is accessible, and they provide real-life examples in lessons. In history, for example, when teaching about historical conflicts, teachers make connections with what is happening with the current war in Ukraine. This helps pupils to deepen their knowledge and understanding further. Teachers carry out effective checks on learning to see what pupils know and understand. Questioning is used extremely well to help teachers spot and pick up on errors and misconceptions quickly. Pupils make insightful spoken contributions in lessons and are proud to share their ideas with others. Inspection report: Haberdashers’ Adams 10 to 12 May 2022 2 Pupils with special educational needs and/or disabilities (SEND) are well supported. Leaders are ambitious for pupils with SEND and understand their individual needs. There are many ways in which the school broadens pupils’ development. Pupils can apply for many different leadership roles during their time at the school, such as various ‘captains’. The house system provides many opportunities for pupils to be involved in competitions. Large numbers participate in sport, music and dance events, as well as the whole-school cross-country run. The school offers a wealth of extra-curricular clubs. Pupils enjoy participating in activities such as musical theatre, choir and the school orchestra. Staff also run a popular and well-attended Duke of Edinburgh’s Award scheme. Leaders have put in place a programme for pupils’ personal, social and health education that is delivered through assemblies and ‘drop-down days’ (days on which the normal timetable is replaced with activities based on personal development and skills). These covers various topics throughout the year. However, the school’s curriculum on relationships and sex education (RSE) is not coherently planned or sequenced. Leaders recognise that they have not thought carefully enough about how pupils, including students in the sixth form, build their understanding of topics such as healthy relationships in an age-appropriate way. Some pupils therefore do not have a sufficiently secure understanding of these issues. Leaders have recently begun to address this by appointing a member of staff with specific responsibility for this area. Leaders provide effective careers information and guidance to pupils. The school runs an annual careers fair and regularly invites local colleges and apprenticeship providers to talk to pupils about the options that are available to them. All pupils in Year 11 receive a careers interview and appreciate the opportunity to discuss their next steps. Students in the sixth form participate in a ‘progression week’ each year where they develop their skills in writing a CV and a personal statement. They also receive talks from former students or parents working or studying in areas such as medicine and law. As a result, a very high number of students go on to study at Russell Group universities. Trustees and governors are rightly proud of the work the school has done in recent years. However, they are less clear about the rationale for the key stage 3 curriculum and have not sufficiently held leaders to account for implementing the RSE policy. They recognise this and have already taken action.

Haberdashers' Adams Parent Reviews



Average Parent Rating


“Above and beyond”


The school goes above and beyond in helping their young adults gain confidence by teaching them the importance of hard work, resilience, and honesty. Our family is incredibly grateful for the school and staff's support and contributions.
“Outstanding”


Adams is an outstanding school. The staff make it look effortless, but we know it takes a great deal of effort to facilitate everything they offer. Our three children have enjoyed being part of the Adams family, we will miss it!
93% Parents Recommend This School
Strongly Agree 66% Agree 30% Disagree 2% Strongly Disagree 1% Don't Know 0% {"strongly_agree"=>66, "agree"=>30, "disagree"=>2, "strongly_disagree"=>1, "dont_know"=>0} Figures based on 325 responses up to 12-05-2022
Strongly Agree 71% Agree 26% Disagree 2% Strongly Disagree 0% Don't Know 0% {"strongly_agree"=>71, "agree"=>26, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>0} Figures based on 325 responses up to 12-05-2022
Strongly Agree 62% Agree 33% Disagree 2% Strongly Disagree 0% Don't Know 2% {"strongly_agree"=>62, "agree"=>33, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>2} Figures based on 325 responses up to 12-05-2022
My Child Has Not Been Bullied 79% Strongly Agree 4% Agree 6% Disagree 3% Strongly Disagree 1% Don't Know 6% {"my_child_has_not_been_bullied"=>79, "strongly_agree"=>4, "agree"=>6, "disagree"=>3, "strongly_disagree"=>1, "dont_know"=>6} Figures based on 325 responses up to 12-05-2022
Strongly Agree 39% Agree 38% Disagree 15% Strongly Disagree 4% Don't Know 4% {"strongly_agree"=>39, "agree"=>38, "disagree"=>15, "strongly_disagree"=>4, "dont_know"=>4} Figures based on 325 responses up to 12-05-2022
I Have Not Raised Any Concerns 42% Strongly Agree 30% Agree 18% Disagree 6% Strongly Disagree 3% Don't Know 2% {"i_have_not_raised_any_concerns"=>42, "strongly_agree"=>30, "agree"=>18, "disagree"=>6, "strongly_disagree"=>3, "dont_know"=>2} Figures based on 325 responses up to 12-05-2022
Strongly Agree 30% Agree 35% Disagree 20% Strongly Disagree 15% Don't Know 0% {"strongly_agree"=>30, "agree"=>35, "disagree"=>20, "strongly_disagree"=>15, "dont_know"=>0} Figures based on 20 responses up to 12-05-2022
Strongly Agree 75% Agree 19% Disagree 2% Strongly Disagree 1% Don't Know 2% {"strongly_agree"=>75, "agree"=>19, "disagree"=>2, "strongly_disagree"=>1, "dont_know"=>2} Figures based on 325 responses up to 12-05-2022
Strongly Agree 64% Agree 27% Disagree 5% Strongly Disagree 1% Don't Know 2% {"strongly_agree"=>64, "agree"=>27, "disagree"=>5, "strongly_disagree"=>1, "dont_know"=>2} Figures based on 325 responses up to 12-05-2022
Strongly Agree 65% Agree 31% Disagree 3% Strongly Disagree 2% Don't Know 0% {"strongly_agree"=>65, "agree"=>31, "disagree"=>3, "strongly_disagree"=>2, "dont_know"=>0} Figures based on 325 responses up to 12-05-2022
Strongly Agree 59% Agree 35% Disagree 4% Strongly Disagree 0% Don't Know 2% {"strongly_agree"=>59, "agree"=>35, "disagree"=>4, "strongly_disagree"=>0, "dont_know"=>2} Figures based on 325 responses up to 12-05-2022
Strongly Agree 60% Agree 33% Disagree 3% Strongly Disagree 1% Don't Know 3% {"strongly_agree"=>60, "agree"=>33, "disagree"=>3, "strongly_disagree"=>1, "dont_know"=>3} Figures based on 325 responses up to 12-05-2022
Strongly Agree 54% Agree 33% Disagree 6% Strongly Disagree 2% Don't Know 5% {"strongly_agree"=>54, "agree"=>33, "disagree"=>6, "strongly_disagree"=>2, "dont_know"=>5} Figures based on 325 responses up to 12-05-2022
Yes 93% No 7% {"yes"=>93, "no"=>7} Figures based on 325 responses up to 12-05-2022
Strongly Agree 42% Agree 42% Disagree 9% Strongly Disagree 6% Don't Know 0% {"strongly_agree"=>42, "agree"=>42, "disagree"=>9, "strongly_disagree"=>6, "dont_know"=>0} Figures based on 33 responses up to 12-05-2022
Strongly Agree 48% Agree 45% Disagree 6% Strongly Disagree 0% Don't Know 0% {"strongly_agree"=>48, "agree"=>45, "disagree"=>6, "strongly_disagree"=>0, "dont_know"=>0} Figures based on 33 responses up to 12-05-2022
Strongly Agree 48% Agree 33% Disagree 9% Strongly Disagree 9% Don't Know 0% {"strongly_agree"=>48, "agree"=>33, "disagree"=>9, "strongly_disagree"=>9, "dont_know"=>0} Figures based on 33 responses up to 12-05-2022
Strongly Agree 48% Agree 48% Disagree 3% Strongly Disagree 0% Don't Know 0% {"strongly_agree"=>48, "agree"=>48, "disagree"=>3, "strongly_disagree"=>0, "dont_know"=>0} Figures based on 33 responses up to 12-05-2022
Strongly Agree 42% Agree 36% Disagree 15% Strongly Disagree 6% Don't Know 0% {"strongly_agree"=>42, "agree"=>36, "disagree"=>15, "strongly_disagree"=>6, "dont_know"=>0} Figures based on 33 responses up to 12-05-2022

Responses taken from Ofsted Parent View

Your rating:
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News, Photos and Open Days from Haberdashers' Adams

Last update: 15 January 2025
HABERDASHERS' BOARDING SCHOOL SHOW: 10.30AM-12.30PM, SATURDAY 15TH FEBRUARY, HABERDASHERS' HALL, LONDON

 

If you are considering a boarding school education outside of London, this is an excellent opportunity to meet the Headmasters of Haberdashers’ Adams and Haberdashers’ Monmouth in one convenient, central London location.

There are fifteen Haberdashers’ schools, just two of which offer boarding provision. We are extremely proud of our Haberdashers heritage and the valuable links to the City of London that this centuries-old livery company affords our pupils. The Haberdashers’ Advantage programme brings students from all of the pupils together at the Haberdashers’ Hall and includes initiatives designed to promote confidence, life-skills, character attributes and employability.

 

Book
HABERDASHERS’ ADAMS CELEBRATES EXCELLENT GCSE RESULTS

 

GCSE pupils at Haberdashers’ Adams have achieved an excellent set of results that are on a par with
our 2019 results and in line with the expected national grade deflation in England to bring results back
to pre-pandemic levels.


A total of 138 pupils completed their GCSE studies at Adams, with almost every pupil studying ten
subjects, resulting in a pass rate of 93% (grades 9 - 5). 81% of pupils achieved grades 9 - 6, 61% of
pupils achieved grades 9 - 7 and 35% of pupils achieved the highest grades of 9 - 8. In addition there
were some incredible individual achievements to celebrate. A total of 15 pupils secured grades 9 - 7
(formerly A*/A) in all ten of their subjects and 7 pupils achieved a straight set of ten GCSEs at grade 9
(formerly A*).

Headmaster Gary Hickey said: “I am delighted to report a great set of results and my congratulations
go out to all of our pupils. I am particularly proud of their hard work and dedication given this cohort
had a disrupted start to their secondary education, due to Covid-19, and have had to play catch up ever
since. I would like to express my huge thanks to all of the staff who have played a pivotal role in
supporting our pupils over the past two years.”

 

 

HABERDASHERS’ ADAMS CELEBRATES EXCELLENT A-LEVEL RESULTS

 

Haberdashers’ Adams is delighted to announce an excellent set of A-Level results for the class of 2024.  A total of 171 Sixth Form pupils successfully completed their A-Levels, with 75% of pupils achieving A*- B grades (up from 65% in 2023) and 47% achieving A*- A grades (up from 41% in 2023).

Headmaster Gary Hickey expressed great pride in the pupil’s achievements: “These results are a testament to their hard work and the unwavering support of our dedicated teachers and staff.  Our pupils have not only excelled academically but, during their time at Haberdashers’ Adams, have also developed the skills and qualities needed to succeed in their future endeavours.  We wish them all the best as they take their next steps.”

There were some exceptional individual successes with 5 pupils securing four A* grades and 7 pupils achieving three A* grades.  Overall, 51 pupils achieved all A*/A grades (up from 42 in 2023). Additionally, 7 pupils have been successful in securing Oxbridge places and 20 pupils have secured places to study medicine, dentistry and veterinary science.

In addition to their A-Levels, 134 of our A-level pupils also took the Extended Project Qualification with 42% achieving an A*- B grade.  The qualification is great preparation for those wishing to continue their studies at university as it involves carrying out extensive research on a chosen subject, writing a 5000-word dissertation and giving a 10-minute presentation on their project.

Whilst the focus today is on university placements, Haberdashers’ Adams is delighted that 6 pupils are taking up degree apprenticeships at a number of prestigious companies including EY, JLR, BAE Systems and Vodafone.

Mrs Harman, Head of Sixth Form, added: “These outstanding results reflect our pupils’ determination and resilience, and the comprehensive support system we have in place here at Haberdashers’ Adams. We are confident that the Class of 2024 will continue to excel in their future pursuits.”

NEW HEAD ANNOUNCED

 

The Governors of Haberdashers’ Adams and the Trustees of Haberdashers’ West Midlands Academies Trust (HWMAT) are delighted to announce the appointment of Mr Daniel Biggins as the new Head of Haberdashers' Adams, effective from September 2025.  Mr Biggins will succeed Mr Gary Hickey, who retires at the end of the academic year after a distinguished tenure.

Mr Biggins brings a wealth of experience and a strong commitment to educational excellence.  He has been an integral part of the school community for many years, serving as Deputy Head (Pupil Welfare).  His dedication to the students' well-being, personal development and academic success is exemplary.

Mr Brynley Evans, CEO of HWMAT, said of the appointment: “We are confident that Mr Biggins will continue to build upon the strong foundation and high standards established by Mr Hickey, leading the school into a bright future.  We look forward to working together to further enhance the educational experience at Haberdashers' Adams.”

Mr Biggins said: “I am thrilled, honoured and humbled to have been appointed as the next Head of Haberdashers’ Adams.  On accepting this role, I wish to acknowledge the commitment, dedication and excellence in school leadership shown by the current Headmaster, Gary Hickey.

This school has been a significant part of my life for nearly two decades and as such I am acutely aware of the place that the school holds in the hearts of our pupils, alumni, staff, parents and governors.  I will give everything to ensure the continued success of the school and cannot wait to get started!

I am a firm believer in the transformational power of an holistic education.  I loved my school days and I want the same for all the pupils and staff at Adams, who should have many things to look forward to every school day.

It is my vision for our pupils to excel in the classroom, participate in the full life of the school, and to do so being fundamentally good people who care for themselves, their school and for others.  I want them to take away memories for life, and it is my firm intention to continue to provide and enhance the conditions for both pupils and staff to thrive in our wonderful school.”