Mildenhall College Academy
Catchment Area, Reviews and Key Information

Post 16
11 - 18
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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) 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)
The Hub
Sheldrick Way
IP28 7JX

School Description

The leadership team has maintained the good quality of education in the school since the previous inspection. Pupils achieve well across a range of subjects in both the main school and the sixth form. The quality of teaching, learning and assessment is typically good. Teachers have strong subject knowledge. They use this to plan sequences of learning that give pupils the opportunity to deepen their knowledge and understanding and practise the application of subject skills. You rightly identify teaching in mathematics as a particular strength in the school. Pupils of all abilities can confidently use and apply their mathematical knowledge. They are well supported in the development of their reasoning skills. Leaders’ evaluation of the school’s provision is accurate. You know which areas need to be improved to make the quality of education even better. For example, you are aware that pupils have not achieved as well as they should have in science and geography because of inconsistent and weaker teaching in the past. There are regular checks on the progress that pupils are making, including those who attend alternative provision. This information is used to identify any pupils who need extra help. Teachers know the key priorities for improvement and there are wellconsidered plans in place to achieve them. Staff share your ambition for the school and its pupils. They are proud to work at the school and feel well supported by you and the wider leadership team. The local academy committee is actively involved in evaluating the work of the school and developing plans for improvement. They regularly check on the work of the school to make sure that progress is being made towards the targets that you have agreed. Members of the local academy committee have a wide range of skills that enable them to fulfil their roles effectively. They have a good understanding of the responsibilities delegated to them by the Academy Transformation Trust (ATT) and hold leaders to account well. The trust has an accurate view of the school’s strengths and weaknesses. Subject networks and support are used to provide opportunities for teachers’ professional development and to share ideas. This has strengthened leadership and ensured that the quality of teaching, learning and assessment is good and improving. The trust recognises strengths in leadership in the school. You are acting as an executive leader for four other schools in the trust. The very able head of academy has taken on additional responsibilities in the school and has previously provided teaching and learning support for other schools in the trust. Your senior leadership team works effectively with middle leaders. There is an appropriate balance of support and challenge in their working relationships that helps maintain standards and bring about improvement when this is required. Pupils appreciate the broad curriculum that supports their academic and personal development well. The large majority of pupils who responded to Ofsted’s online survey feel that they get the right amount of information to help them to make informed choices about the next stage of their education, training or employment. Pupils welcome the wide variety of extra-curricular trips and activities that add to their experiences in lessons. They are proud of the school and their achievements. You have acted to address the areas for improvement identified at the previous inspection. Teachers follow your agreed marking policy consistently. Pupils use teachers’ guidance to improve the quality of their work and deepen their understanding. There are clear expectations regarding teachers’ planning for pupils’ individual needs. Regular checks on the quality of teaching identify where teachers need additional support to be able to do so. We agreed that there is a small minority of teachers who do not consistently plan activities that are appropriately challenging for all pupils. This is where there have been difficulties in recruiting teachers. There is a clear focus on developing pupils’ literacy skills in your improvement plans. Leaders have rightly focused on supporting pupils to improve their spelling and broadening their vocabulary to improve the quality of their written work. Inspection evidence shows that this is having a positive impact on current pupils’ progress and the quality of their written work in subjects other than English. Pupils have a range of ways of sharing their views, including through the house and school councils, peer and staff mentors, form tutors and pastoral staff and a system where they can email their teachers if they are struggling with homework. Pupils’ ideas contributed to the rewards and behaviour system that is used in the school. Your actions have addressed this area for improvement well. A large number of pupils who responded to Ofsted’s online survey said that teachers listen to their views and that they have someone they can go to if they have concerns. This was reflected by the views of pupils spoken with during the inspection.

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
0345 600 0981

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.

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