Millfield Science & Performing Arts College
Catchment Area, Reviews and Key Information

Secondary
PUPILS
863
AGES
11 - 16
GENDER
Mixed
TYPE
Community school
SCHOOL GUIDE RATING
Not Rated

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
0300 123 6707

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
(17/5/17)
Full Report - All Reports
54%
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)

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

Belvedere Road
Thornton-Cleveleys
FY5 5DG
01253865929

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You provide a strong vision and have developed a sense of teamwork among staff and pupils. The school’s mottos, ‘team Millfield’ and ‘creating bright futures’ are reflected in the work of the school. Your ongoing focus on raising aspirations has ensured that pupils’ outcomes have continued to improve. Pupils are well prepared for the next stage of their education. In recognition of your work to improve outcomes for disadvantaged pupils, the school was accredited with the national pupil premium award in 2014. Since the previous inspection, you have been made executive principal of Montgomery High School and you share your time between both schools. This means that there have been significant changes to the senior leadership structure of Millfield Science and Performing Arts College, including the former deputy headteacher working alongside you as associate headteacher. This new way of working has created opportunities to develop leadership skills within the school. Leaders know that they are accountable for standards in their areas and are committed to seeing that these continue to improve. The very large majority of staff who responded to the online survey are proud to work in the school. Staff morale is high. Pupils are polite, courteous and welcoming to visitors. Pupils behave well in lessons, at breaktimes and around the school. Relationships between staff and pupils are positive. As one pupil commented: ‘Teachers go the extra mile for you.’ Pupils informed inspectors that they value the benefits of the vertical tutoring system that you have introduced. They say that it helps them to get to know others and raises aspirations for younger pupils. Pupils benefit from a range of extra-curricular activities such as inter-house competitions, trips abroad and sports clubs. Parents’ views of the school are very positive. The overwhelming majority of those completing Parent View, Ofsted’s online questionnaire, would recommend the school to others. One parent commented: ‘My children are supported in their learning and are encouraged to reach their full potential.’ You have been successful in engaging parents and building relationships with the local community. Your school is now the school of first choice for an increasing number of local parents and, consequently, it is now oversubscribed. Governors are very committed and ambitious for the school. They have a wide range of skills and expertise. Governors have not allowed the school to rest on its laurels since the previous inspection report. They have a detailed understanding of what the data on pupils’ performance tells them about how well the school is doing. Governors provide effective support and challenge to leaders. For example, they ensure that leaders are held to account for the effective use of the pupil premium funding. In the previous inspection report, you were asked to ensure that higher-ability students are extended in all lessons through in-depth questioning and demanding activities. In most lessons, teachers use questioning effectively to target pupils of different abilities and to probe and deepen pupils’ understanding. However, you have rightly identified that challenging the most able pupils, including the most able disadvantaged pupils, remains a continuing focus for you. You were also asked to integrate the teaching of literacy and numeracy into subjects across the curriculum to enable all pupils to extend their skills in these areas. Pupils are now presented with many opportunities to develop and extend their writing skills. The Year 7 catch-up funding is being used well to help pupils develop their literacy and numeracy skills more quickly. In 2016, the progress made by pupils, including disadvantaged pupils, was strong in English, mathematics and science. However, pupils did not achieve as well in languages and humanities. Disadvantaged pupils also made slower progress than other pupils nationally in languages and humanities. You and your leaders have acted quickly to address these weaknesses and there is already evidence of improvement. The difference between the progress of disadvantaged pupils and others nationally is diminishing. You recognised that absence and persistent absence for disadvantaged pupils and those pupils who have special educational needs and/or disabilities have been higher than those of their peers in the past. Leaders have taken steps to rectify this and there are positive signs that the attendance of these pupils is now improving.

Millfield Science & Performing Arts College Parent Reviews



unlock % Parents Recommend This School
Strongly Agree 73% Agree 22% Disagree 1% Strongly Disagree 4% Don't Know 0% {"strongly_agree"=>73, "agree"=>22, "disagree"=>1, "strongly_disagree"=>4, "dont_know"=>0} Figures based on 112 responses up to 08-05-2019
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Figures based on 112 responses up to 08-05-2019

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Figures based on 112 responses up to 08-05-2019

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Figures based on 112 responses up to 08-05-2019

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Figures based on 112 responses up to 08-05-2019

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Figures based on 112 responses up to 08-05-2019

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Figures based on 112 responses up to 08-05-2019

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Figures based on 112 responses up to 08-05-2019

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Figures based on 112 responses up to 08-05-2019

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Figures based on 112 responses up to 08-05-2019

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Figures based on 112 responses up to 08-05-2019

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Figures based on 112 responses up to 08-05-2019

Responses taken from Ofsted Parent View

Your rating:
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