Hasting Hill Academy
Catchment Area, Reviews and Key Information

Primary
PUPILS
244
AGES
2 - 11
GENDER
Mixed
TYPE
Academy sponsor led
SCHOOL GUIDE RATING
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UNLOCK

How Does The School Perform?

4 1 1 2 3 4
NATIONAL AVG. 2.08
Ofsted Inspection
(19/6/18)
Full Report - All Reports
28%
NATIONAL AVG. 65%
% pupils meeting the expected standard in reading, writing and mathematics



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Progress Compared With All Other Schools

UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 8% of schools in England) Average (About 67% of schools in England) Above Average (About 5% of schools in England) Well Above Average (About 10% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 7% of schools in England) Average (About 64% of schools in England) Above Average (About 9% of schools in England) Well Above Average (About 10% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 11% of schools in England) Average (About 58% of schools in England) Above Average (About 10% of schools in England) Well Above Average (About 10% of schools in England)
Tilbury Road
Sunderland
Tyne and Wear
SR3 4LY
01917070121

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. Since your appointment, you have been steadfast in your determination to eradicate any underperformance and root out weaknesses that could compromise the progress pupils make in their learning. Working alongside colleagues from the academy trust, you have established a skilled and hardworking team of senior leaders. The way in which leaders have responded to the recent unavoidable, but temporary, absence of two senior leaders is testament to the way in which leadership responsibility is shared. You have been supported well by the skilled and effective governing body, working in partnership with trustees of the academy trust. Together, they have been supportive yet challenging, very effectively setting the strategic direction of the school. The school is well placed to continue on its journey of change, improvement and success. You have ensured that the school has benefited from an outward-facing approach. You have made good use of support and training from both the local authority and colleagues from the trust. Staff speak positively about the quality and range of the many available training opportunities. You have close ties with a number of other schools to ensure that teachers have the chance to share ideas and agree on the accuracy of assessments with colleagues. Many staff have been part of the school team during its journey of substantial improvement over recent years. As the school has blossomed, they are rightly proud of their roles and delighted with the opportunities pupils now have to fulfil their true potential. You have been resolute in your determination to improve the quality of teaching, which in turn has allowed pupils to be successful learners. Over the past two years, pupils have achieved very well. The proportion of pupils achieving the expected standards of attainment in reading, writing and mathematics has exceeded that found nationally at the end of Year 6. The rates of progress pupils make in their learning across key stage 2 have also been above those found nationally, including for disadvantaged pupils. Any differences in the progress and attainment of disadvantaged pupils have been eradicated. However, the proportion of Year 6 pupils achieving the higher standards of attainment has been just below average in reading and mathematics in the last two years. You acknowledge that improving this remains a key priority for the school. You have successfully addressed the areas for improvement identified at the last inspection. As a result of consistently good teaching, the achievement of pupils has continued to improve, including in Years 3 and 4. Analysis of the school’s records of the monitoring of teaching clearly shows that your evaluations of its quality are detailed, accurate and robust. There is no evidence that the pace of learning remains an issue for the school. Inspection evidence indicates that pupils’ rates of progress in every year group are good, with most pupils on track to achieve the standards expected for their age by the end of the year. You are also clear about the school’s next steps. A review of the way in which the school’s curriculum is planned and assessed is underway. Working alongside the child and family liaison officer you are determined to improve pupils’ rates of attendance. Safeguarding is effective. The leadership team has ensured that all safeguarding arrangements are fit for purpose. Staff and governor safeguarding training is up to date and recorded diligently, including dates for the next round of training. The school ensures that any staff who miss key training are provided with other opportunities to access it. The curriculum supports pupils well in maintaining their own safety. Year 6 pupils spoke enthusiastically about their attendance at a recent safety carousel event, and were able to explain how to cross the road safely. They said that behaviour in school is good and improving. Pupils have full trust in their teachers and teaching assistants, who look after them, and report feeling safe all of the time. All staff are vigilant and quick to raise any issue or concern. The thorough approach of the school’s systems manager ensures that records and documents are of high quality. An extensive and detailed online system ensures that absolutely nothing is missed that could compromise pupils’ safety and well-being. Detailed chronologies of incidents and concerns enable leaders to scrutinise in detail all aspects of pupils’ welfare. Work undertaken by the child and family liaison officer is having a significantly positive effect on pupils’ well-being and attendance. She is skilled in supporting vulnerable pupils and families, signposting the way to additional support from other agencies.

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 2020, ONS
0191 520 5555

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 areas from which pupils are admitted to a school can change from year to year to reflect the number of siblings and pupils admitted under high priority admissions criteria.

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.

Hasting Hill Academy Reviews


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