Kettering Buccleuch Academy
Catchment Area, Reviews and Key Information

Primary & Secondary
Post 16
4 - 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
0300 126 1000

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

Weekley Glebe Road
NN16 9NS

School Description

Pupils achieve well at this popular and thriving school. Students perform exceptionally well in the sixth form. Pupils, including children in the early years, benefit from a vibrant learning environment. The school is inclusive. Most pupils say they are happy to be there. Sixth-form students are particularly proud to attend. Leaders are highly ambitious for pupils and staff. The achievement of pupils in the primary phase has improved. However, the achievement of pupils in this phase is not as strong as in the secondary phase, particularly in reading and writing. Pupils are well cared for. They feel safe and attend well. Pupils report that bullying rarely occurs. If it does, they are confident that it will be swiftly dealt with by staff. Relationships are positive. Pupils understand how to conduct themselves respectfully. The new ‘bin the banter’ campaign and tutor-time sessions contribute successfully to the school’s positive ethos. Pupils understand leaders’ expectations that learning is ‘disruption free’. Parents recognise that the school has improved rapidly over recent years. A high majority would recommend the school. As one parent wrote, ‘Five years ago I would not have sent my child here, but now I would not send them anywhere else.’ What does the school do well and what does it need to do better? A culture of high expectation connects all aspects of school life. Leaders know the school well. They ensure that the school’s values of respect, determination and ambition are consistently applied. Governors are highly skilled and well informed. They are very effective in holding leaders to account. The school is well supported by the trust. School leaders support many developments in the trust. At the heart of leaders’ ambition is a commitment to the professional development of staff. Leaders have maintained, as far as possible, the school’s usual curriculum throughout the pandemic. The school’s vision is one of ‘Keep up, not catch up.’ Parents value the school’s approach to communication. Many have shared their praise for the school’s virtual ‘town hall’ meetings, for example. Staff morale is highly positive. Staff say that they value leaders’ consideration of their workload and well-being. One member of staff wrote, ‘I have never worked at a school with such inspirational leadership.’ Teachers who are at the early stages of their careers feel equally well supported. Subject leaders have comprehensively reviewed the curriculum. They have worked together across the primary and secondary phases to plan the curriculum from Reception Year to the sixth form. These plans show the ‘powerful’ knowledge that pupils need and when they need it. Some plans are at an early stage of implementation. In the early years and the primary phase, leaders have recently implemented a new phonics programme. Most staff teach this programme well in Reception Year and key stage 1. Books are well matched to the sounds that pupils Inspection report: Kettering Buccleuch Academy 19 and 20 October 2021 2 are learning. Pupils’ reading and writing skills are stronger than has been the case in the past. However, pupils do not all achieve consistently well in all subjects in the primary phase. Sometimes, pupils are given the answers to questions before having enough time to think for themselves. Sometimes, learning is moved on too quickly before all pupils are secure in their understanding. In the secondary school, leaders have recently improved the curriculum plans for design and technology. In the past, pupils have not achieved well in this subject because leaders’ plans lacked ambition. Leaders have acted swiftly to address this. However, it is too soon to see the impact of this work. Teachers explain new content well. Resources are of a high quality. Teachers often check pupils’ understanding of important knowledge. They use their strong subject knowledge to question pupils effectively. In most subjects, they identify and correct misunderstandings quickly. Precise teaching in phonics is helping weaker readers gain the skills and confidence they need. Staff provide extra and timely support to those pupils who need it. In most subjects, teachers adapt the curriculum to support the needs of pupils with special educational needs and/or disabilities (SEND). Leaders ensure that all pupils have an equal right to learn the full curriculum. Leaders have done much to promote reading. They have put into place dedicated time so that all pupils have opportunities to foster a love of reading. Leaders ensure that the books pupils read capture a range of moral, social and cultural issues. In the primary phase and early years, most teachers enthuse pupils during story-time sessions. Weekly ‘bedrock vocabulary’ sessions help older pupils to be confident with the terminology they need to use in their lessons. The curriculum for personal development is strong in all year groups. Leaders have designed it to help develop pupils’ character. In Reception Year, teachers encourage children to become independent and inquisitive, including during playtime. In all year groups, tutors ensure that pupils join in discussion and debate about topical issues. Examples include climate change and the impact of public protests. These opportunities promote pupils’ understanding of British values, including democracy and individual liberty. The curriculums for relationships, sex and health education and careers guidance are equally well planned. Pupils are well prepared for their next steps and life in modern Britain. The school meets the requirements of the Baker clause, which requires schools to provide pupils in Years 8 to 13 with information about approved technical education qualifications and apprenticeships. Students are thriving in the sixth form. They are professional in their conduct and appearance. Leaders are highly aspirational for students. Students say that staff are always available to provide extra support when needed. The school’s ‘global learning’ programme strongly supports students’ wider personal development.

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