Hebburn Comprehensive School
Catchment Area, Reviews and Key Information

11 - 16
Community school
Not Rated

How Does The School Perform?

4 1 1 2 3 4
Ofsted Inspection
Full Report - All Reports
5+ GCSEs grade 9-4 (standard pass or above) including English and maths

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Per month

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)
Campbell Park Road
NE31 2QU

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. The school is improving because of the very clear leadership that you and your senior leadership team provide. You, alongside governors and senior leaders, have an accurate understanding of the strengths and priorities for improvement. You and your governors promote a strong conviction that all pupils should achieve well regardless of their circumstances or backgrounds, and this ensures that all pupils have every opportunity to ‘learn, achieve, aspire, succeed’. Such values are instilled in senior and middle leaders and have permeated all staff. Consequently, the vast majority of staff say they are proud to be a part of the school. In such an inclusive environment, staff typically promote high expectations. Good relationships between adults and pupils make a strong contribution to pupils’ learning and well-being. The vast majority of pupils say that they are listened to and feel well supported. When pupils are given opportunities to work together in lessons, they show high levels of engagement, cooperation and respect for each other’s ideas. Pupils are confident and they engage well with visitors. Pupils speak with fondness and enthusiasm about their teachers, and say how approachable and supportive all staff are. Pupils benefit from opportunities to take part in extra-curricular activities, such as sport, drama and music, which play a significant role in developing their confidence. Pupils’ entrepreneurial and charitable skills are also developed through the ‘key fund’ project. This project encourages pupils to work together on a fund-raising idea and then plan, prepare and present it to an independent panel. If successful, groups of pupils organise different events to raise money and subsequently give something back to the local community; for example, care packs for homeless people and donations to the food banks. As a result, pupils’ determination and resilience skills are developed, along with their moral values. A dedicated team of learning mentors have provided effective support to groups of identified pupils, both academically and pastorally. Such support ensures that most pupils successfully move on to the next stage of their education, training or employment. Leaders and governors have ensured that the school has continued to focus on the areas identified for improvement at the previous inspection. As a result, senior and middle leaders have refined the curriculum and skilfully integrated assessment modules to monitor pupils’ progress closely. Consequently, close monitoring of pupils’ progress allows leaders to identify any pupil lagging behind. Leaders use this information to place pupils on an appropriate and personalised support and intervention package. This is allowing the vast majority of current pupils to make stronger gains in their learning. However, some disadvantaged pupils and some pupils in science (both in the past and currently) have not made the same rapid rates of progress as their peers. Leaders and governors acknowledge that this is an urgent priority and are taking effective steps to rectify these differences. Following the last inspection, you were also asked to further improve the quality of teaching by sharing teachers’ skills more widely across the school. The sharing of best practice and developing teachers’ skills is now commonplace and it is an integral part of teachers’ professional development. There is some high-quality teaching in the school. You have increased the rigour with which you check the quality of teaching, learning and assessment. Consequently, weaknesses are addressed quickly through departmental and whole-school training sessions. Safeguarding is effective. Leaders and governors have taken an active and rigorous approach towards the safety and welfare of pupils. A culture of safeguarding is evident in all aspects of the school’s work. Leaders carry out the required safeguarding checks on all adults who work with pupils, and staff receive relevant and regular training on safeguarding. Leaders have effective systems in place to monitor all pupils for whom they have concerns. Record-keeping is meticulous and the designated safeguarding leader treats safeguarding concerns with a high degree of professionalism. She rigorously follows these through with referrals to other agencies so that all vulnerable pupils are cared for appropriately.

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 424 7746

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.

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