Heston Community School
Catchment Area, Reviews and Key Information

Post 16
11 - 19
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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
020 8583 2721

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

Heston Road

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. Based on the evidence gathered during this short inspection, I am of the opinion that the school has demonstrated strong practice and marked improvement in specific areas. This may indicate that the school has improved significantly overall. Therefore, I am recommending that the school’s next inspection be a section 5 inspection. Over the last three years, you have developed the quality of teaching and improved pupils’ learning and progress, both in the main school and the sixth form. You have achieved this by working effectively alongside your trustees, governors, leadership team, staff, parents and carers. The impact of effective leadership is seen in the overall progress measure for Year 11 pupils, which is very strong and has been significantly above the national average since 2016. Likewise, pupils with different prior attainment, including disadvantaged pupils, make strong progress between Years 7 and 11 across nearly all subjects. Additionally, the progress made by post-16 students who sat academic A-level examinations increased from significantly below the national average in 2017 to significantly above average in 2018. You gave inspectors your view of the three key strategies that have supported this improvement: the appointment of specialist teachers; the development of learning across the school, based on tried and tested educational research, so that all pupils are engaged appropriately and challenged; and the encouragement of pupils to aim high, not to be afraid to fail and to have high career aspirations. Pupils’ and post-16 students’ historic performance by the end of Years 11 and 13 show that this combination has been successful. The governing body is effective in its role, both encouraging you and your senior leadership team and holding you closely to account. You welcome governors’ input as a supportive and ‘critical friend’. At the last inspection, an area for improvement was for leaders and governors to sharpen the analysis of pupils’ progress so that underachievement is identified and addressed. This has improved. You and your leadership team are committed to driving whole school change by consulting with and empowering your staff. Teachers told inspectors that since being appointed you have ‘raised the bar and taken staff with you’. Almost all staff who competed the online survey say that the school is well led and managed and you consider their workload and well-being. You and your leaders are open to new ideas which will benefit your pupils’ learning and well-being. You also share good practice with other local schools and those in neighbouring local authorities. Pupils appreciate the high aspirations which you and your staff model and expect. They really enjoy being at school. They say that the calm, orderly atmosphere in lessons and around the school supports them to learn well and feel safe. Parents and carers who responded to the online survey were positive about all aspects of the school’s work. This, and the points above, are strong evidence that you, the trustees and governors, leaders and staff are improving the school’s effectiveness. Safeguarding is effective. The leadership team, trustees and governors ensure that safeguarding arrangements meet current requirements and are fit for purpose. Together, you have created a strong culture of safeguarding in the school. Leaders and staff are aware of the latest safeguarding procedures because they receive regular training. Parents and staff agree that children are safe at your school. Likewise, pupils who spoke to inspectors said that they feel safe and know who to speak to if they have any concerns. Leaders carry out robust checks that staff are suitable to work with children. Staff are vigilant and have a secure understanding of the potential risks that pupils might encounter from outside school, including, for example, knife crime. They know the warning signs that show that a pupil may be at risk of harm and what to do if they have a concern. Effective systems are in place to check that pupils who attend alternative provision are safe. Senior leaders have effective partnerships with external agencies to ensure that pupils and their families receive early help if this is required. Comprehensive written child protection records provide evidence of quick follow-up action when issues are identified.

Heston Community School Reviews

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