Hitchin Boys' School
Catchment Area, Reviews and Key Information

Secondary
Post 16
PUPILS
1224
AGES
11 - 18
GENDER
Boys
TYPE
Academy converter
SCHOOL GUIDE RATING
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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
0300 123 4043

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
(21/9/21)
Full Report - All Reports
84%
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) 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

Grammar School Walk
Hitchin
SG5 1JB
01462432181

School Description

Pupils enjoy their time at school. They care about each other and get on well with staff and with their peers. Pupils are polite and respectful. They bring to life the Hitchin Boys’ School values of respect, teamwork and kindness. Staff have very high expectations and want the best for all pupils. Consequently, pupils behave extremely well and feel safe. No one in the school community tolerates unkind words or acts against others. Bullying is rare. Pupils know that if bullying does happen, staff deal with it effectively and promptly. The school is a calm place for pupils to learn and be themselves. Pupils attend a variety of clubs and activities. Staff make sure that the experiences are accessible to everyone. A large proportion of students choose to continue their studies at the school’s sixth form. Students are confident it is the best choice for them. They have access to a wide range of different subjects, many as a result of the school being part of the Hitchin Sixth Form Consortium. Parents are highly supportive of the school. They say the school looks after their children well. One parent exemplified the views of many, stating, ‘From the teaching to the support that is given, I wouldn’t want my son anywhere else.’ What does the school do well and what does it need to do better? The headteacher and his team have maintained an outstanding school. Their vision for the school is shared widely among all staff. There is a passion to develop pupils both academically and as well-rounded British citizens. The school’s curriculum is highly ambitious for all pupils. It is designed very well and ensures pupils not only learn rich subject knowledge, but also grow in their awareness of the world around them. For instance, leaders place great value on English. Pupils learn key concepts, logically and step by step. The subject allows pupils to experience a wide and varied range of texts from different cultures. English is also used to spark wider debate about, for example, political viewpoints. Curriculum leaders across all subjects have planned and sequenced learning so that pupils develop securely, and deepen, their knowledge over time. In mathematics, for instance, the frequent recapping of prior learning allows pupils to apply concepts effectively to more complex problems. Similar levels of consideration of what pupils need to learn, and when, is a consistent feature of subject planning. Curriculum leaders adjust their curriculum plans swiftly when they need to, such as in response to gaps in pupils’ learning as a result of the pandemic. Teachers have a thorough understanding of the subjects they teach. Teachers choose appropriate activities that promote learning and engage pupils’ interest. Debate and discussion are actively encouraged. From Year 7 to the sixth form, pupils feel safe to share their opinions and ideas. They are well behaved and enthusiastic about their learning. Pupils develop a rich understanding of the subjects they study. Remote education is blended effectively into many lessons. This supports pupils if they are absent. It allows pupils to look back at what they have learned and helps them remember important knowledge. Leaders have thought carefully about how assessment is used. In class, teachers use effective checks and tests to identify when pupils do not understand an idea. Teachers give prompt feedback to help all pupils with their learning. Pupils read widely. They access a variety of high-quality texts across many subjects. The library contains a wide range of books for all abilities. Leaders have clear processes for identifying pupils who find reading tricky. These pupils benefit from targeted support to help them with their reading. As a result, they catch up quickly, with many able to access the same challenging books as their peers. Leaders accurately identify the needs of pupils with special educational needs and/or disabilities (SEND). Teachers use information from ‘pupil passports’ to make wellconsidered adjustments to their lessons. This means that pupils with SEND have full access to leaders’ outstanding curriculum and achieve very well. In all year groups, pupils access a carefully planned, high-quality ‘personal development’ curriculum. This supports pupils to become active, respectful citizens. Issues such as mental health awareness, relationships education and character building are introduced in an age-appropriate way. Staff do not shy away from discussing difficult issues. Additionally, leaders have planned a well-considered careers programme. Sixth-form students, for example, experience a detailed programme of support and advice sessions to help them with their next steps.

Hitchin Boys' School Parent Reviews



Average Parent Rating

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“Avoid”

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"> A breeding ground for toxic masculinity in my experience. Bullying is a huge problem at this school. Some awful teachers (not all) but plenty. Many teachers and students left while my boys were there. Too often teachers were absent and the cover teacher did no real work with the class. Teachers shouted at boys - what does that teach them? The school focus their resources on the top group boys and the top athletes only. Many students also had private tutors after school to get them through their GCSEs. This should not be necessary in a good school.
unlock % Parents Recommend This School
Strongly Agree 67% Agree 30% Disagree 2% Strongly Disagree 1% Don't Know 0% {"strongly_agree"=>67, "agree"=>30, "disagree"=>2, "strongly_disagree"=>1, "dont_know"=>0} Figures based on 330 responses up to 23-09-2021
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Figures based on 330 responses up to 23-09-2021

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Figures based on 330 responses up to 23-09-2021

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Figures based on 330 responses up to 23-09-2021

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Figures based on 330 responses up to 23-09-2021

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Figures based on 330 responses up to 23-09-2021

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Figures based on 54 responses up to 23-09-2021

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Figures based on 330 responses up to 23-09-2021

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Figures based on 330 responses up to 23-09-2021

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Figures based on 330 responses up to 23-09-2021

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Figures based on 330 responses up to 23-09-2021

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Figures based on 330 responses up to 23-09-2021

unlock

Figures based on 330 responses up to 23-09-2021

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Figures based on 330 responses up to 23-09-2021

Responses taken from Ofsted Parent View

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