Heartlands High School
Catchment Area, Reviews and Key Information

Secondary
PUPILS
1156
AGES
11 - 16
GENDER
Mixed
TYPE
Academy converter
SCHOOL GUIDE RATING
Not Rated

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
020 8489 1000

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
(12/6/19)
Full Report - All Reports
51%
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)

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

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

Station Road
Wood Green
London
N22 7ST
02088261230

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You and your senior leaders are persistent in continuously improving the school. The school ethos, ‘search for success’, permeates the school community. Governors provide effective support to the school, and have effective systems in place to hold leaders to account. Senior leaders have an accurate view of the school’s performance. They have high expectations and are not complacent about challenges facing the school. Since the previous inspection, leaders have taken effective actions to improve pupils’ progress across subjects. For example, outcomes in modern foreign languages and geography have improved, following targeted interventions. Improvement planning and evaluation are focused and aligned across all aspects of the school. Middle leaders and teachers are challenged on a regular basis to identify barriers to learning for particular groups of pupils. You are confident in making the right decisions in a timely manner to address underperformance. Pupils make strong progress in mathematics. This is because teachers’ feedback on their work enables them to correct any misconceptions quickly. This deepens their understanding. Inspectors saw strong practice in English and citizenship lessons. Pupils received encouragement from their teachers and made valuable contributions to class discussion. However, in some modern foreign language lessons, some pupils struggled with the level of the work set. Leaders know there is still variation in performance between different subjects, and this remains a key focus for improvement. Staff morale is high. Middle leaders demonstrate enthusiasm and ambition to do the very best they can to improve pupils’ outcomes. Teachers speak positively about the level of support and training they receive, and appreciate leaders’ efforts to reduce their workload. Safeguarding is effective. There is a strong culture of safeguarding in the school. The leadership team has ensured that all safeguarding arrangements are fit for purpose. Records of checks on employees, governors and volunteers are carefully recorded and up to date. Staff are aware of their safeguarding duties, and are clear about how to follow up any concerns or issues. Governors regularly monitor the school’s safeguarding processes, and understand their statutory responsibilities. They commission external reviews, as appropriate. Staff and governors are fully aware of local risks, such as gang exploitation and knife crime. The school has been proactive in this area, and provides support for other schools in the local community. Leaders work very effectively with other agencies to promote safeguarding and keep children safe from harm. The majority of pupils who met with inspectors said they feel safe at school. They value the support they receive. For example, the school rewards positive behaviour. There is a comprehensive programme of personal, social, health and economic education. Most parents who completed the online survey would recommend the school to others. They are in agreement with what one parent wrote, commenting that ‘Heartlands makes a real effort to recognise pupils’ efforts and achievements.’ Inspection findings We first agreed to explore how leaders ensure that the curriculum promotes strong progress and outcomes for all pupils and, in particular, pupils who enter the school with low starting points. This is because there has been variability in subject performance for the last two years, and a decline in performance in 2018 for lower-attaining pupils. Leaders review the curriculum regularly to ensure that it enables pupils to make good progress. The curriculum includes a wide range of subjects and breadth of choice. It is designed to take into account pupils’ individual needs and well-being. Lower-attaining pupils now study for a range of appropriate public examinations. All pupils in Year 8 receive careers interviews, as an entitlement when choosing their option subjects. The vast majority of pupils progress successfully to further education, employment or training. Leaders and teachers consider how to sequence the curriculum so that pupils are encouraged to make connections in and across their learning. For example, in Year 9, global warming is taught in geography to prepare pupils for the later GCSE topic of resource management. There is very effective support for pupils to make a successful transition from primary to secondary school. For example, in 2018 over 50% of the Year 7 cohort attended a summer school programme. This improved their confidence in literacy and numeracy. In addition, the school has employed subject specialist teaching assistants to support pupils with special educational needs and/or disabilities (SEND) more effectively. Inspectors saw strong practice in lessons. For example, teaching assistants used questioning to challenge pupils to solve problems and complete their work successfully. We next agreed to evaluate the effectiveness of the school’s actions for improving provision and outcomes in science. This is because pupils’ progress in science in the last two years was less than that in other subjects. Leaders have taken actions to improve teaching and learning. Teachers have high expectations across the department, although there is no measurable impact at this early stage. Leaders have reviewed the science curriculum. Topics are now organised to ensure that learning is reinforced over five years of study. Higherattaining pupils enjoy their lessons, and their progress is strong. However, lower- and middle-attaining pupils do not make sufficient progress. During the inspection, low-level disruption was observed, which teachers did not challenge effectively. Too many of pupils’ books do not show pride in pupils’ work. Teachers do not routinely follow the school’s assessment policy, which limits pupils’ opportunities to improve their work. Finally, we considered how school leaders ensure that actions to improve pupils’ behaviour have a positive impact on reducing the number of fixed-term exclusions. This is because the percentage of fixed-term exclusions and the proportion of pupils who have received more than one fixed-term exclusion have been above average for the last three years. In addition, pupils with SEND receive a far higher number of fixed-term exclusions than other pupils in school. This is also the case when compared to the national average. Leaders have put in place some actions to support pupils and staff in managing behaviour. For example, there is a significant focus on ‘character education’ and reinforcing positive behaviour in lessons and around the school. Teachers support the need to reduce exclusions, without compromising their high expectations. Recent information relating to exclusions for 2018/19 shows an improving picture. Teachers said they support pupils with SEND more effectively as a result of the recently introduced ‘success passport’. This outlines specific guidance on how to meet individual pupils’ needs. Pupils are offered a wide range of leadership and volunteering opportunities to help them to develop positive attitudes to learning. For example, pupils said they value the prefect system and anti-bullying ambassador scheme. They acknowledge that behaviour is improving, but said that it is variable. Parents are involved from the start in working with the school to improve their children’s behaviour. Behaviour seen in the majority of lessons and around the school during the inspection was good.

Heartlands High School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree 35% Agree 49% Disagree 7% Strongly Disagree 9% Don't Know 0% {"strongly_agree"=>35, "agree"=>49, "disagree"=>7, "strongly_disagree"=>9, "dont_know"=>0} Figures based on 86 responses up to 13-06-2019
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Figures based on 86 responses up to 13-06-2019

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Figures based on 86 responses up to 13-06-2019

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Figures based on 86 responses up to 13-06-2019

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Figures based on 86 responses up to 13-06-2019

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Figures based on 86 responses up to 13-06-2019

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Figures based on 86 responses up to 13-06-2019

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Figures based on 86 responses up to 13-06-2019

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Figures based on 86 responses up to 13-06-2019

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Figures based on 86 responses up to 13-06-2019

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Figures based on 86 responses up to 13-06-2019

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Figures based on 86 responses up to 13-06-2019

Responses taken from Ofsted Parent View

Your rating:
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