John Flamsteed Community School
Catchment Area, Reviews and Key Information

Secondary
PUPILS
804
AGES
11 - 16
GENDER
Mixed
TYPE
Academy converter
SCHOOL GUIDE RATING
Not Rated

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
01629 537499

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
(27/3/19)
Full Report - All Reports
65%
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)

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

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

Derby Road
Denby
Ripley
DE5 8NP
01332880260

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You provide strong leadership and are ably supported by the head of school and two deputy headteachers. You have a clear vision for the school and are extremely aspirational for pupils’ success. You have high expectations of staff and pupils and have created a culture of belief in which all feel valued. Staff are keen to realise your aims for the school. Staff morale is high. Pupils recognise that their teachers want them to do well and succeed in life. Pupils are proud to be members of the school. They are polite, confident and articulate. Emphasis is placed on developing pupils’ oracy and social skills. Staff model positive behaviours, which pupils replicate. There are extremely positive relationships between staff and pupils, and between pupils. Pupils understand diversity and respect others’ beliefs and values. The school is harmonious and welcoming. Your concept of ‘one culture’, where there is mutual respect and care, is evident throughout the school. You have taken effective action to address the areas identified as needing improvement at the last inspection. You have ensured that all staff and pupils believe in the concept of ‘precious learning time’. Lessons are planned around an agreed structure, and teachers ensure that pupils meet their high expectations for behaviour. Pupils are punctual to lessons. They settle quickly and concentrate on their work. Leaders, at all levels, focus relentlessly on improving the quality of teaching across the school. Middle leaders have taken greater responsibility for leading developments in their subject areas. They conduct monitoring activities and lead professional development work for staff in their own departments and across the school. The heads of department work collaboratively and share good practice well. Leaders have amended programmes of study to provide pupils with more opportunities to practise their extended writing. You have introduced clear expectations for pupils’ presentation. Most pupils take pride in their work, and the quality of presentation across the school has improved greatly. Some inconsistencies remain, however, particularly among low prior attaining pupils who are not supported effectively to improve this aspect of their work. Governance is provided by the trust board and a local governing body (LGB). Most aspects of governance are delegated to the LGB, whose members conduct their duties diligently and effectively. Governors are knowledgeable and understand the school’s performance. There is a range of expertise and experience in the LGB which is used well by allocating responsibilities to match members’ skills and knowledge. Governors provide challenge and hold leaders to account effectively. The trust has provided good support. For example, middle leaders have worked with trust directors of subjects to help develop their leadership skills. Teachers have also liaised with staff from other schools within the trust to ensure accuracy of assessment. Safeguarding is effective. The leadership team has ensured that all safeguarding arrangements are fit for purpose. A culture of safeguarding permeates the school. Pupils feel safe and well cared for. The designated safeguarding lead is well supported by a team of trained staff. Systems for referring safeguarding concerns are straightforward and understood by all. Staff receive regular and up-to-date training. They recognise their responsibilities in safeguarding matters, including in relation to local risks. Leaders involve external agencies when necessary and are tenacious in following up concerns to ensure that pupils get the help they need quickly. The curriculum supports pupils to understand how to keep themselves safe in a variety of situations. Pupils learn about pertinent issues in discrete lessons which are delivered by trained, specialist staff. Pupils are very knowledgeable about safeguarding matters, locally, nationally and globally. Inspection findings Leadership, at all levels, is a strength of the school. Leaders’ approach to school improvement is strategic. They evaluate their actions thoroughly and amend their plans accordingly. Middle leaders are empowered to drive improvements in their areas of responsibility. Leaders focus relentlessly on improving the quality of teaching, learning and assessment. They have introduced a clear and simple framework for the structuring of lessons, which teachers apply consistently. The quality of teaching, learning and assessment is improving. Leaders have also introduced a new whole-school assessment and feedback policy, designed to make feedback to pupils ‘meaningful, motivational and manageable’. Heads of department have adapted the policy to suit their subject needs. The application of this policy is having a positive impact on pupils’ progress in many areas, for example in English and humanities. However, it is not applied consistently in all subject areas. Pupils do not always understand what they need to do to improve their work and to make progress. Leaders review the curriculum regularly. They evaluate its effectiveness and make carefully considered amendments to ensure that it meets the needs and interests of changing cohorts. Pupils at key stages 3 and 4 experience a broad and balanced curriculum. Pupils select from a wide range of subjects to study at key stage 4. The breadth of choice contributes to pupils’ motivation as they follow courses which interest them. The proportion of pupils who follow the English Baccalaureate suite of courses has increased year on year and now exceeds the national average. Pupils’ progress, including that of disadvantaged pupils, in these subjects has been consistently above the national average in recent years. Improvements to the quality of teaching and to the leadership of vocational and practical subject areas have contributed to pupils making better progress in these subjects than in the past. Progress and attainment in these subjects improved between 2017 and 2018 but remained below the national average. However, as these improvements become embedded, the quality of provision in these subject areas continues to improve. Leaders’ tracking information and work in pupils’ books indicate that current pupils are making very good progress. Pupils have responded well to leaders’ high expectations of their behaviour. Pupils behave and conduct themselves very well in lessons and around the school. Pupils feel valued and recognise that staff hold their interests at heart. They feel that they are treated fairly. Pupils who find it difficult to manage their behaviour are supported well. Leaders aim to resolve any issues quickly to ensure that pupils do not miss out on ‘precious learning time’. The use of fixed-term exclusions has declined considerably and is now below the national average. The proportion of pupils who are repeatedly excluded has also fallen greatly. Whole-school attendance has been consistently above the national average in recent years. However, the proportion of pupils who are persistently absent from school has been increasing. In 2018, it was above average and considerably so for disadvantaged pupils and those with special educational needs and/or disabilities (SEND). Leaders have taken effective action to support pupils who find it difficult to attend regularly. The student services team follows up attendance concerns and involves external agencies when necessary. Pupils understand the need for regular attendance. The attendance of pupils who are currently in the school is increasing. The proportion of pupils who are persistently absent has declined significantly and is now below the national average for all pupils, disadvantaged pupils and those with SEND.

John Flamsteed Community School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree 50% Agree 38% Disagree 6% Strongly Disagree 5% Don't Know 0% {"strongly_agree"=>50, "agree"=>38, "disagree"=>6, "strongly_disagree"=>5, "dont_know"=>0} Figures based on 130 responses up to 27-03-2019
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Figures based on 130 responses up to 27-03-2019

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Figures based on 130 responses up to 27-03-2019

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Figures based on 130 responses up to 27-03-2019

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Figures based on 130 responses up to 27-03-2019

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Figures based on 130 responses up to 27-03-2019

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Figures based on 130 responses up to 27-03-2019

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Figures based on 130 responses up to 27-03-2019

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Figures based on 130 responses up to 27-03-2019

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Figures based on 130 responses up to 27-03-2019

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Figures based on 130 responses up to 27-03-2019

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Figures based on 130 responses up to 27-03-2019

Responses taken from Ofsted Parent View

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