John Madejski Academy
Catchment Area, Reviews and Key Information

Post 16
11 - 18
Academy sponsor led

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

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

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

125 Hartland Road

School Description

The academy is improving because teachers’ expectations of pupils in all year groups are rising. Many pupils and parents agree that the school is better than in the past. Pupils feel safe and well supported. Pupils and staff get along well together and there is a friendly feeling to the school. Bullying does not happen very often. Pupils say they trust staff to deal with it if it does. School leaders want pupils across the school to achieve as well as they can. However, this is dependent on which teachers pupils get. Some teachers are more skilled and ambitious for their pupils than others. Not all teachers have the subjectspecific knowledge they need to help pupils understand the world around them. Mostly, lessons are calm and orderly. Pupils say that behaviour is better, but there are still occasions when learning is disrupted. Pupils value the enrichment programme where they can try new things such as learning Chinese or doing street art. Pupils on the ‘elite’ sports programme appreciate the opportunities they have to develop into high-level athletes. One parent said: ‘My child’s confidence has grown and both his academic and sports progress shows.’ What does the school do well and what does it need to do better? The principal is determined and ambitious for the school. The trust, governors and staff support her vision. Staff are proud to work at the school. They feel listened to and well supported. Some key leaders are very new in their roles. They have not yet had the time to make a positive difference to the quality of teaching. Pupils in Years 7, 8 and 9 study a broad range of subjects. Leaders have not provided some subjects, such as music and design technology, with enough time on the timetable. Teachers in these subjects lack the subject-specific expertise to develop pupils’ knowledge and understanding. Leaders know this and have plans in place to make it better. Leaders have thought carefully about the important knowledge that pupils should learn. They have drawn up detailed plans about what to teach and in which order to teach it. Many teachers in subjects such as English, geography, science and physical education ensure that pupils learn more and remember more. However, not all teachers across the school are skilled enough in doing this. Sometimes this leads to pupils losing focus and switching off in lessons. As a result, some pupils are not achieving as well as they could, particularly those who have special educational needs and/or disabilities (SEND). Staff are keen to encourage pupils to read more. New strategies are in place such as older pupils (‘heroes’) working with younger ones to develop their reading skills. Although it is early days, pupils are developing better reading habits. Inspection report: John Madejski Academy 7–8 January 2020 2 Leaders have worked hard and been successful in raising attendance across the school. There is more to do to make sure boys, disadvantaged pupils and those who have SEND come to school more regularly. LIFEE lessons (literate, informed, financially savvy, emotionally intelligent, enterprising young people) and the tutor programme include topics about the wider world and adult life. For example, during the inspection, Year 10 pupils were discussing mental health issues and Year 7 shared their ideas about climate change. Some tutors’ skills and knowledge are stronger than those of others. As a result, pupils’ learning in these areas varies too much. Leaders work hard to provide pupils with chances to broaden their horizons, raise their aspirations and learn new skills. For example, there are strong links with local engineering companies, so pupils learn about careers in that field. The newly formed combined cadet force is helping participants to develop leadership and organisational skills. Sixth-form students achieve well, and standards are rising. Many who retake GCSE subjects are successful. Students enjoy their studies, attend regularly and work very well together. There is a wide range of courses on offer, with the majority choosing the ‘elite’ sports programmes. Students on these courses are particularly well supported. All students receive valuable advice and guidance about their next steps. They are successful in gaining places at universities or being offered apprenticeships or employment. Currently, students do not have sufficient opportunities to experience the world of work. Leaders have plans to address this. The programme to support the development of sixth-form students’ wider skills is not meeting all their needs well enough.

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