Kingstone High School
Catchment Area, Reviews and Key Information

11 - 16
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Not Rated

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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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 Description

The leadership team has maintained the good quality of education in the school since the last inspection. Kingstone is a welcoming school. Pupils enjoy their education and staff are proud of the school. Parents commented positively about their children’s education and about the school. One parent said that their children ‘have been supported and encouraged to achieve their full potential both personally and academically’. The school is a calm and happy place. You have created an inclusive and purposeful environment. You and other leaders have high expectations about pupils’ achievement, and you communicate these clearly to everyone. The previous inspection report identified leaders’ relentless determination to drive up standards, reported that teaching was good and that pupils’ attitudes to learning were overwhelmingly positive. The report also recognised that leaders effectively used information about pupils’ progress to hold teachers to account and to identify pupils at risk of falling behind. These features are still evident in the school. However, the previous report highlighted the need for the school to raise achievement further by improving the quality of teaching and by ensuring that the work set in lessons is appropriately challenging for all pupils to make outstanding progress. Since the last inspection, leaders have addressed these areas, but there is still further progress that needs to be made. While some groups of pupils make strong progress, boys and the most able pupils have performed less well in some subjects. You and your leaders know that the progress of those pupils needs to improve further, especially in science, humanities and modern foreign languages. While you have action plans in place to tackle this issue, it is too early to see any real impact on outcomes. The school’s leaders are clear that there is still some way to go to ensure that all pupil groups make the progress of which they are capable. Pupils are courteous, respectful and willing to talk with visitors. Pupils spoke positively about being part of the school community and about the support they receive from their teachers. Safeguarding is effective. There is a strong culture of high-quality care and support for pupils in your school and, within this, safeguarding is given particular importance. Senior leaders and governors have ensured that all safeguarding arrangements are fit for purpose and records are detailed and clear. Staff know their pupils and their families well. They use this information to provide effective early intervention or appropriate support where needed to ensure that pupils are safe and secure. Training for all staff is regular, up to date and effective. Identification and reporting systems are robust and referrals made to external agencies are appropriate. The pupils we spoke to said that they feel safe and they understand whom to speak to if they have any concerns. The school works well together as a community. Bullying of any kind is rare and dealt with swiftly and effectively. Through the curriculum and form assemblies, pupils are aware of the different risks that may face them in today’s society. They are helped to keep themselves safe from harm. Inspection findings Senior leaders have worked with middle leaders to make sure that changes have been made to the curriculum in all subjects and across all years. As a result, there is now more challenge and more rigour in schemes of learning. Higher-level work is being done in key stage 3 and a mastery curriculum is now in place. As a result of focused training for staff, the quality of learning and teaching is improving, especially in French, geography and mathematics. The majority of pupils benefit from appropriate and effective teaching which enables them to do well. Leaders are aware, however, that, in some lessons, the most able pupils are not being challenged to achieve their best. Where teachers plan to a high level, they meet the needs of most groups of pupils, and teaching and learning are effective. For example, lessons are effectively planned in English and French. Pupils’ books in these subjects mostly show evidence of good progress over time. The progress made by the most able pupils, however, is inconsistent. The school’s internal information indicates that most-able pupils are not improving at the same rate as others. This is an area that the school is continuing to work on. Strategies that have been introduced are starting to have an effect, but the full impact on pupils’ progress has not yet been realised.

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 2020, ONS
01432 260926 (primary) 01432 260925 (secondary)

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.

Kingstone High School Reviews

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