Hinde House 2-16 School
Catchment Area, Reviews and Key Information

Primary & Secondary
School Guide Rating
Not Rated

Shiregreen Lane
S5 6AG
3 - 16
Academy converter
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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School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You have a clear vision to raise achievement and aspiration for all and this vision spreads throughout the school. Trust directors share this sense of moral purpose and middle leaders stated they work at Hinde House as they want the very best for the children in this community. As a result of strong leadership, rigorous systems and effective teaching, pupils make good progress. You and your leaders have sustained a culture of high expectations over a period of considerable change for the school and its community. A higher proportion of children for whom English is an additional language have joined the school and many have arrived at differing times of the school year. Leaders have worked intensively to build good community relationships through open evenings and regular meetings with parents. Pupils feel safe in the school and value the actions taken to generate an inclusive community where tolerance is the norm. Parents are extremely appreciative of the school’s work in providing support and establishing close parental links. At all levels, leaders closely track pupils’ progress and have an acute understanding of the progress of vulnerable groups. Innovations such as the New Start programme are giving pupils essential literacy and numeracy skills. As a result, pupils are able to engage with a wider range of subjects more successfully as they move through the school. Ongoing interventions and support continue to address underperformance when it occurs. As a result, many of the vulnerable groups with language needs or special educational needs are making improving progress. Leaders at all levels check the effectiveness of teaching thoroughly and there are robust systems in place to hold teachers to account for the quality of their teaching and the progress of pupils in their classes. Trust directors share the principal’s vision for sustained progress for all pupils. They have the skills and expertise to question leaders effectively and challenge underperformance. They ensure that there is a clear link between teacher performance and pay progression. Trust directors are visible at school events and work with school leaders to build close links with the local community. Safeguarding is effective. The school actively promotes a culture of safeguarding and pupil welfare lies at the heart of its actions. The school has been at the forefront of efforts to confront issues such as extremism. Education for safety is a key element of the school’s work. Rigorous checks are made on the suitability of staff. Staff and governors receive training on key safeguarding issues and the school has close links with the local children’s safeguarding board. Pupils feel safe and their parents agree. School leaders set clear boundaries where unacceptable behaviour is challenged and positive behaviour rewarded. Leaders have worked assiduously to establish an inclusive environment within the school. Inspection findings Over time, pupils make good progress. Although attainment has been below that achieved nationally, pupils make good progress from their starting points that are often significantly below average. In the primary phase, pupils continue to make good progress and by the end of key stage 2 achieve levels of progress that exceed those achieved nationally. This pattern continues in the secondary phase where pupils make good progress at the end of key stage 4, with progress in subjects such as mathematics and science above that achieved nationally.

Hinde House 2-16 School Catchment Area Map

This pupil heat map shows where pupils currently attending the school live.

Enter a postcode to see where you live on the map
heatmap example
All attending pupils
National School Census Data 2020
Pupil heat map key

How many pupils attending the school live in the area?


The concentration of pupils shows likelihood of admission based on distance criteria

0114 27 34567

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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