Maiden Erlegh School
Catchment Area, Reviews and Key Information

Post 16
11 - 18
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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
01189 746 000

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

Silverdale Rd

School Description

Pupils receive an excellent education at this school. They excel in the subjects they study and grow into confident, articulate individuals. Pupils come to this school knowing they are expected to do their very best. Leaders have the highest academic expectations for all pupils. Pupils routinely take ownership of their learning. They often check their own work and that of others to make it even better. Pupils expertly share what they know and remember from the topics they learn. Pupils feel safe at school. They are exceptionally well cared for. Bullying is extremely rare and dealt with promptly, if it does occur. Pupils’ behaviour in classrooms and around the school is exemplary. Pupils’ artistic successes are displayed prominently in a central gallery for pupils, staff and visitors to view. Pupils are rightly proud of what they can and do achieve. Pupils are highly considerate of their own and others’ right to education. As such, they are very respectful towards each other and the staff who work with them on a daily basis. Parents and carers are incredibly supportive of the school. One parent comment reflected those of many when they wrote via the Ofsted Parent View survey, ‘This is a great all-round school.’ What does the school do well and what does it need to do better? Leaders have developed a highly ambitious curriculum for all pupils. They consider each pupil’s needs and abilities. Leaders match the curriculum to these expertly. Leaders have comprehensively mapped the breadth of topics pupils learn about from Years 7 to 9 across the whole curriculum. Most pupils in key stage 4 study a modern foreign language. All pupils study religious studies, and nearly all take this subject as a GCSE. A very high percentage of pupils study the English Baccalaureate subjects. Leaders ensure that all pupils study a wide range of subjects. Pupils’ subject learning is supported by an extensive out-of-lesson offer. For example, all Year 9 pupils take part in regular STEAM (science, technology, engineering, art and mathematics) enrichment activities. Teachers use their expert subject knowledge to plan and deliver activities in a logical order that helps pupils build on what they have learned before. They use probing and often very challenging questions to make sure pupils know and remember what has been taught. For example, in Year 7 religion and philosophy, pupils used specific subject terminology accurately to discuss and debate the question posed by their teacher, ‘Does God really exist?’ Furthermore, teachers use other, highly effective methods for checking that pupils are secure in the knowledge and skills they have been taught. Pupils in Year 7 through to Year 13 learn the skills they need to identify their own gaps in knowledge. They often check their own work and rectify any gaps they have in their knowledge accurately. Inspection report: Maiden Erlegh School 11–12 February 2020 2 Pupils concentrate well and participate enthusiastically in lessons. Year 13 English literature students were keen to debate the ‘heroes and anti-heroes’ of the book they were reading. Pupils blossom when teachers ask them to share their knowledge and skills. Leaders have made sure that pupils receive an expansive range of opportunities to develop their spiritual and moral understanding. The philosophical questions posed by teachers, such as ‘Is there life after death?’, alongside weekly tutor-led sessions on Fridays build pupils’ spiritual and moral awareness very effectively. Pupils develop their social and cultural understanding incredibly well. For example, student representatives address equalities issues on behalf of the student body with school leaders. More so, international trips such as a sixth-form trip to Germany help pupils develop their language skills and business acumen. Pupils have a high regard for, and understanding of life in modern Britain and beyond. Trustees maintain a very secure overview of how well the school provides for every pupil. They know the school’s strengths incredibly well, yet they strive for even further improvement. Alongside the very effective executive leadership of the trust, leaders are collectively well placed to ensure the school goes from strength to strength. Leaders have developed a highly inclusive sixth-form provision. They support all students to achieve academic success. Students study a well-planned and ambitious curriculum that is supported by work experience opportunities and other wellconsidered non-subject activities. Students in the sixth form are exceptionally well prepared for their next steps. Leaders have ensured that pupils with special educational needs and/or disabilities (SEND) receive the very best personalised support, alongside the subjects they study. Teachers and other staff working with these pupils understand their needs well. They adapt the curriculum to ensure that pupils with SEND enjoy learning and are challenged to do as well as they can. Pupils with SEND achieve exceptionally well.

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