Lytchett Minster School
Catchment Area, Reviews and Key Information

Secondary
Post 16
PUPILS
1516
AGES
11 - 19
GENDER
Mixed
TYPE
Foundation school
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 2021, ONS
01305 221060

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
(9/5/17)
Full Report - All Reports
71%
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) 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

Lytchett Minster
Purbeck
Lytchett Minster School
Poole
BH16 6JD
01202622413

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. Your leadership is successfully combining the longstanding values and ethos of the school with raised expectations of pupil outcomes. Parents, pupils and staff are proud of the school’s focus on what they refer to as ‘developing the whole child’. However, in recent years, the school’s results have never been better than the national average. Since your appointment, you have raised expectations of pupils and of staff. As a result, pupils are getting the good-quality teaching and support they need so that their learning needs are met. Consequently, standards are rising steadily. You have a strong and cohesive senior team who contribute well to the school’s progress. Your analysis of the school’s strengths and weaknesses is straightforward and insightful. A collegiate leadership style has enabled you to draw out the best in your senior colleagues. It is to your and their credit that staff feel well supported as you all address the changing educational landscape and new expectations. Pupils are generally well behaved around the school site. They are good-humoured and friendly and they treat adults with respect and courtesy. Pupils enjoy their lessons, behave well and take part positively. They are proud of their school. This has been achieved while including those who have complex behavioural issues. You have organised effective alternatives for these pupils to ensure their needs are met while they remain a part of the school community. You have responded well to the previous inspection. School leaders were asked to ensure that pupils are appropriately challenged and to raise the quality of teaching. Since your arrival, you have ensured there is a very clear focus on improving teaching, learning and assessment for all year groups across the school. You have raised GCSE standards for Year 11. However, you are acutely aware that increased expectations of all pupils from the beginning of Year 7 is the key to long-term improvement. Your improvement strategies reflect this twin-track approach. Standards of pupils’ work over time in those key stage 3 lessons my colleague and I visited with your senior staff were high. Sixth form students’ progress in 2016 was in line with the national average. However, while AS-level results were strong, students did not achieve as well in some subjects at A level as a result of less effective teaching. You have acted swiftly to address this. Students feel well supported by their teachers and well prepared for the next stage of their education. They value the breadth of opportunities available. For example, they enjoy the chance to mentor and support younger pupils. You have a strong and healthy relationship with the governing body. They ensure that they receive and interrogate the reports that senior staff provide about the performance of the school and they augment this by visits to speak with staff, pupils and parents. They question and challenge senior staff appropriately. As a result, they are knowledgeable about the school and hold you to account effectively. Safeguarding is effective. The school’s safeguarding culture is strong and effective. You have built a team of staff who work together to provide a safety-net for pupils when they need help. As a result, incidents are well managed. Staff work well with parents and carers and with the local authority, when appropriate, to ensure the safety of vulnerable pupils. The school’s safeguarding systems and checks on recruitment are of a high standard. All staff across the school have received the appropriate training and understand their responsibilities. Clear procedures are in place to ensure the safety of pupils who are educated off-site. Pupils report that they feel safe. They know who to report to should they have a concern. Staff remind pupils about a range of potential risks to their safety, including online. Consequently, pupils know how to avoid these risks. Pupils are grateful for the support available for those who are struggling with emotional and mental health issues.

Lytchett Minster School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree 50% Agree 37% Disagree 9% Strongly Disagree 4% Don't Know 0% {"strongly_agree"=>50, "agree"=>37, "disagree"=>9, "strongly_disagree"=>4, "dont_know"=>0} Figures based on 281 responses up to 28-03-2019
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Figures based on 281 responses up to 28-03-2019

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Figures based on 281 responses up to 28-03-2019

unlock

Figures based on 281 responses up to 28-03-2019

unlock

Figures based on 281 responses up to 28-03-2019

unlock

Figures based on 281 responses up to 28-03-2019

unlock

Figures based on 281 responses up to 28-03-2019

unlock

Figures based on 281 responses up to 28-03-2019

unlock

Figures based on 281 responses up to 28-03-2019

unlock

Figures based on 281 responses up to 28-03-2019

unlock

Figures based on 281 responses up to 28-03-2019

unlock

Figures based on 281 responses up to 28-03-2019

Responses taken from Ofsted Parent View

Your rating:
Review guidelines
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  • Don't go in to detail about specific staff or pupils. Individual complaints should be directed to the school.
  • Do go to the relevant authority is you have concerns about a serious issue such as bullying, drug abuse or bad management.
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