Hedingham School and Sixth Form
Catchment Area, Reviews and Key Information

Post 16
11 - 18
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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 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.

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) 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

Yeldham Road
Sible Hedingham

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You and your senior leadership team have demonstrated determined and dedicated leadership. This has ensured that the school has consolidated and enhanced the strengths identified at the last inspection, and worked successfully to address the areas for improvement which were identified then. A new appointment at leadership level, following the 2013 inspection, addressed some of the areas identified for improvement around teaching and learning. The impact of the increased leadership capacity was evident as inspectors visited lessons with members of the senior leadership team. Standards of teaching have continued to strengthen. There is a purposeful and productive atmosphere in almost all lessons. Teachers create and sustain positive relationships with pupils. Pupils listen attentively to teachers’ explanations and feel safe to ask, and answer, questions about their learning. Pupils in all year groups talked confidently about their learning, and knew how well they were doing and what they had to do to improve. Pupils told inspectors that feedback from teachers is most helpful when they are given the opportunity to respond to it, for example in English and science. Pupils’ books confirmed the effectiveness of feedback in these areas and showed clear progress, especially at GCSE. Indeed, the significant improvement in science results since 2014 is something you are rightly proud of. Information on how well pupils are doing is used effectively by teachers to ensure that all pupils are challenged. This is, again, most effective at key stage 4 and demonstrated by the progress that your Year 11 pupils made in 2016, which was significantly above that of other schools nationally. Pupils spoke to inspectors with confidence and were welcoming and polite. Their behaviour around the school, in often crowded corridors, was orderly and calm. They took turns at narrow doorways, showing consideration for the needs of others. Pupils enjoy school. As a result, they attend regularly; overall attendance is higher than the national average and persistent absence is lower. Pupils enjoy school because they feel valued and well cared for. Pupils and their parents are very positive about the welfare support provided by the school. Parents who responded to the Ofsted online questionnaire left many comments saying how well the school has supported their children to reach their potential. It is clear from visiting lessons with senior leaders and talking to pupils that, despite the size of the school, your young people are well known as individuals. Your sixth form students are enthusiastic about the experience they have had at Hedingham. They appreciate the support they get from the sixth form support assistants as well as their teachers, saying that it is ‘the staff that make the difference’ and describing them as ‘brilliant’. Students further develop the good learning habits instilled in them at key stage 4, showing inspectors well-organised work folders and demonstrating the discipline to use independent study time effectively. You, the governors and the school’s leadership team have an accurate understanding of the school’s current position. The school’s development planning identifies the right areas for further improvement and reflects your prompt response to the disappointing 2016 outcomes for disadvantaged pupils at key stage 4 and vocational outcomes for students in the sixth form. Safeguarding is effective. You and other leaders ensure that staff are well informed and trained about new safeguarding guidance through regular training and updates. Staff understand their responsibilities and know what to do if they have any concerns. Pupils said that they feel safe and parents overwhelmingly agree that their children are kept safe in the school. Pupils said that there is very little bullying in school but know that it will be taken seriously if they report it and that ‘it is always sorted quickly’. They also feel that they have someone to talk to in school if they are worried or concerned about anything. The school helps its pupils to keep themselves safe by organising days when learning is focused on issues such as drugs and alcohol awareness. Pupils told inspectors of the positive impact of a day last year when a visiting group raised their awareness of the dangers of extremist views and radicalisation. The leadership team has ensured that all safeguarding arrangements are fit for purpose and records are detailed and of high quality. Your governors fulfil their statutory duties to ensure that pupils are safe in school. For example, they ensure that the recruitment process for new staff is rigorous and that all necessary checks are carried out. Inspection findings To determine whether the school remains good, one of my main lines of enquiry was to look at the progress that your disadvantaged pupils make. In 2016, outcomes for your disadvantaged pupils at the end of key stage 4 were below those of other pupils nationally. You are very aware that these outcomes were not as high as they should have been. You have put in place a range of strategies to support the learning of your disadvantaged pupils, such as weekly mentor meetings with a member of the senior leadership team and extra English and mathematics teaching. You are also extending support during the summer examination period this year to maintain a focus on revision and preparation for your disadvantaged pupils to help them to cope effectively with a busy examination schedule. Information on the progress that disadvantaged pupils make during key stage 3 shows that not enough of these pupils catch up with their peers before they begin their key stage 4 courses. When disadvantaged pupils start in Year 7, their attainment is well below that of other pupils. Their progress is monitored effectively and support is provided for those who fall behind. Currently, this is not accelerating their progress at a rate that will allow them to achieve in line with other pupils. Another key line of enquiry focused on the progress of pupils who have special educational needs and/or disabilities. Pupils with education, health and care (EHC) plans make good progress at the school and in 2016 made better progress by the end of Year 11 than other pupils. However, the progress of pupils who have special educational needs but who do not have EHC plans is more variable. You have addressed this, partly, by reviewing the number of subjects this group of pupils will take at key stage 4 and designing a new pathway for current Year 9 pupils. This will enable them to concentrate on securing better grades in fewer subjects. You also provide extra literacy and numeracy support for these pupils early in key stage 3. Teachers are now using information on how well these pupils are doing in their lessons to adapt their teaching to meet their needs more effectively. A dip in outcomes in 2016 for your sixth-form students, especially those on vocational courses, followed a three-year upward trend. I, therefore, wanted to see how the school had responded to this. In particular, you have made a new appointment to review and oversee improved vocational provision. You see this as an important way forward for Hedingham sixth form to ensure that it continues to meet the needs of its students, especially those who choose a vocational rather than an academic path. The sixth form also provides an interesting and varied programme of study for students, which includes opportunities to work with local businesses. Students told inspectors that the quality of the advice and guidance available to those who do not choose to go on to university has improved. Some academic subjects, such as art, geography and psychology, continue to provide students with strong outcomes at A level.

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