Malet Lambert
Catchment Area, Reviews and Key Information

11 - 16
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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

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)

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

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

James Reckitt Avenue

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. Since your appointment as headteacher, and since joining the academy trust, the school has undergone significant change in leadership. Recently appointed senior and middle leaders benefit from very effective coaching from trust leaders. Staff are overwhelmingly positive about the training and guidance they receive from leaders. Governors know the school well. They are highly committed to supporting the school and they fulfil their responsibilities. They work closely with the trust and are effective in holding leaders to account. At the last inspection, leaders were asked to increase the proportion of good and outstanding teaching. You have a very detailed understanding of the strengths of the school and clear action plans are in place to address areas for improvement. You and your senior team are passionate about making sure that teaching is consistently strong across the school. Consequently, leaders check the quality of teaching, learning and assessment regularly and hold staff to account for pupils’ progress. As a result, most of the weaknesses in teaching have been tackled swiftly and effectively. Leaders analyse the pupils’ progress information rigorously. Regular assessments ensure that pupils’ learning is checked closely. Across the trust, teachers work together to make sure that assessments are accurate and reliable. You have put in place a range of strategies to support pupils in all year groups who are not meeting their targets. For example, pupils in Year 11 are very appreciative of the many revision and catch-up sessions available before school and at lunchtime. Where appropriate, groups of pupils in Years 8 and 9 are given effective, additional teaching to improve their literacy skills. You are rightly addressing previous weaknesses in the teaching and leadership of mathematics and humanities (history, geography and religious studies). Over the last two years, pupils’ progress in these subjects has been below average, particularly for some groups: the most able pupils, the least able pupils and disadvantaged pupils. The progress of current pupils is much stronger in mathematics, at both key stages 3 and 4. In humanities, the quality of teaching, learning and assessment is also improving. Pupils’ absence and the persistent absence of some pupils rose in 2016/2017 and were higher than the national average. You took decisive action to improve attendance, and overall absence figures are currently below the national average. However, despite having introduced a range of new initiatives to encourage good attendance, you agree that too many disadvantaged pupils and pupils who have special education needs (SEN) and/or disabilities are still regularly absent from school. Safeguarding is effective. Leaders ensure that the arrangements for safeguarding are effective. Staff are well trained in child protection procedures. They have a clear understanding of the actions to take should they have any concerns about a pupil. The designated safeguarding leaders are knowledgeable and experienced. They respond to concerns promptly and seek relevant support from external agencies. They keep precise records, which meet statutory requirements. A small proportion of pupils are provided with education off site, attending one of four local providers. Staff ensure that appropriate checks are carried out to make sure that these pupils are safe. Their attendance is checked daily, and any absences followed up rigorously. Pupils work well together in lessons. They are polite and responsive to their teachers’ instructions. They show respect and tolerance towards each other. Pupils spoke positively about the advice and guidance they have been given about keeping themselves safe, including how to stay safe online. A few parents and carers who responded to Ofsted’s survey, Parent View, expressed some concerns about bullying. However, pupils who met inspectors, formally and informally, said that bullying is rare and it is dealt with effectively by staff when it occurs. This view was supported by the pupils who responded to Ofsted’s online pupil survey.

Malet Lambert Reviews

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