King Alfred's
Catchment Area, Reviews and Key Information

Secondary
Post 16
PUPILS
1705
AGES
11 - 18
GENDER
Mixed
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, ONS
01865 815175

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?

Good
NATIONAL AVG. 2.09
Ofsted Inspection
(08/03/2022)
Full Report - All Reports
63%
NATIONAL AVG. 38%
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 15% of schools in England) Below Average (About 18% of schools in England) Average (About 35% of schools in England) Above Average (About 16% of schools in England) Well Above Average (About 16% of schools in England)

School Results Over Time

2019 2022 2023 2020 Covid-19 2021 Covid-19 UNLOCK

% of pupils who achieved 5+ GCSEs grade 9-4
2019 2022 2023 2020 Covid-19 2021 Covid-19 UNLOCK

% of pupils who achieved GCSE grade 5 or above in both English and maths
2019 2022 2023 2020 Covid-19 2021 Covid-19 UNLOCK

% of pupils who achieved 3 A levels at AAB or higher
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Portway
Wantage
OX12 9BY
01235225700

School Description

Pupils remark on the positive changes that have happened at King Alfred’s in recent times. They say that the way in which pupils behave has improved. In class, pupils are calm and ready to learn. They enjoy their learning. Pupils follow the wellestablished routines of the school in a mature and responsible way. They say that there is not much about the school they would improve. Most pupils report that bullying is something that does not happen often. If it does, many pupils say that teachers deal with it well. They know how to get help if they need it. Certainly, the vast majority of pupils feel safe at school. Leaders have set about raising expectations in the school. Many teachers are asking more of their pupils. However, in some subject areas, these expectations could be higher. Pupils learn best where their teachers are checking carefully on how well they have understood the learning. Pupils are generally happy at the school. They get along well with each other. Most parents and carers are also pleased with what the school offers their child. As one parent commented, ‘I can see how hard the staff are working and feel they have made great strides since the last Ofsted report.’ What does the school do well and what does it need to do better? Leaders have been steadily making improvements to the curriculum since the previous inspection. They have looked carefully at the content and the order in which they teach this knowledge to the pupils. There is now greater coherence in what and how pupils learn. Staff have been supported by leaders in their professional development to bring about the many improvements to the design and delivery of the curriculum. Behaviour has improved markedly. Pupils are polite and cooperative, although sometimes rather muted in class. Teachers are using effective strategies to encourage pupils to take a more active role in their learning. However, this work is not quite finished. Leaders have recognised, for instance, that the two-year key stage 3 provision is limiting. Teachers are now planning for the September introduction of a three-year key stage 3 and an increase in the scope and depth of the subjects they teach. Leaders are also changing how they guide pupils in their subject choices at key stage 4. They have seen that there has been a decline in the previously high numbers of pupils taking English Baccalaureate subjects. They are making changes to rectify this. In the sixth form, students benefit from a broad and stimulating range of subjects and qualifications. Teachers’ subject knowledge across the school is strong. They often demonstrate expertise in the way in which they help pupils to take on new ideas and consolidate their learning. In subjects such as English and mathematics, pupils learn in a systematic and thorough way. Teachers here check carefully and accurately how well pupils are learning. On occasions, in a few subjects, pupils’ learning is not as strong. Inspection report: King Alfred’s 8 and 9 March 2022 2 Where this is the case, teachers’ use of assessment is not rigorous enough. They do not routinely pick up if pupils are failing to grasp knowledge and concepts fully. In the sixth form, on the other hand, there is thoroughness in how teachers check on progress. The delivery of the curriculum in the sixth form is of a high standard. Students achieve very well in the sixth form. Pupils with special educational needs and/or disabilities (SEND) are well supported in the curriculum. Their needs are identified early through careful observation and assessment. Leaders make sure that teachers know how to adapt their teaching to suit the needs of individual pupils. They have also created a team of staff who provide additional guidance and support where needed. Although staff and pupils appreciate this investment of resource, some parents of pupils with SEND are still not happy with the provision for their child. The school takes the personal development of pupils seriously. Leaders have established an array of opportunities and experiences throughout all year groups. For instance, pupils are eagerly awaiting the forthcoming musical production. Charity events go on throughout the year, with pupils raising thousands of pounds. Pupils are knowledgeable about matters relating to their physical and mental health and relationships, but older pupils in particular would like more time to discuss such issues. The headteacher and senior leaders and governors have effectively implemented a wide range of beneficial changes in the school. They have achieved this while also taking care of staff well-being and workload. Leaders have created mostly strong relationships with parents, although some parents would like better communication with the school. The trust works well with the school to aid its development.

King Alfred's Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>27, "agree"=>51, "disagree"=>11, "strongly_disagree"=>9, "dont_know"=>1} UNLOCK Figures based on 370 responses up to 29-04-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>30, "agree"=>52, "disagree"=>10, "strongly_disagree"=>7, "dont_know"=>2} UNLOCK Figures based on 370 responses up to 29-04-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>14, "agree"=>51, "disagree"=>21, "strongly_disagree"=>9, "dont_know"=>5} UNLOCK Figures based on 370 responses up to 29-04-2022
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>59, "strongly_agree"=>6, "agree"=>10, "disagree"=>8, "strongly_disagree"=>6, "dont_know"=>10} UNLOCK Figures based on 370 responses up to 29-04-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>12, "agree"=>35, "disagree"=>32, "strongly_disagree"=>17, "dont_know"=>5} UNLOCK Figures based on 370 responses up to 29-04-2022
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>18, "strongly_agree"=>23, "agree"=>32, "disagree"=>15, "strongly_disagree"=>10, "dont_know"=>1} UNLOCK Figures based on 370 responses up to 29-04-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>23, "agree"=>29, "disagree"=>27, "strongly_disagree"=>15, "dont_know"=>6} UNLOCK Figures based on 84 responses up to 29-04-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>25, "agree"=>41, "disagree"=>16, "strongly_disagree"=>6, "dont_know"=>11} UNLOCK Figures based on 370 responses up to 29-04-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>27, "agree"=>45, "disagree"=>11, "strongly_disagree"=>8, "dont_know"=>9} UNLOCK Figures based on 370 responses up to 29-04-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>17, "agree"=>45, "disagree"=>26, "strongly_disagree"=>12, "dont_know"=>0} UNLOCK Figures based on 370 responses up to 29-04-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>34, "agree"=>57, "disagree"=>4, "strongly_disagree"=>2, "dont_know"=>3} UNLOCK Figures based on 370 responses up to 29-04-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>39, "agree"=>52, "disagree"=>5, "strongly_disagree"=>3, "dont_know"=>2} UNLOCK Figures based on 370 responses up to 29-04-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>21, "agree"=>43, "disagree"=>17, "strongly_disagree"=>8, "dont_know"=>11} UNLOCK Figures based on 370 responses up to 29-04-2022
Yes No {"yes"=>70, "no"=>30} UNLOCK Figures based on 370 responses up to 29-04-2022

Responses taken from Ofsted Parent View

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