Nene Park Academy
Catchment Area, Reviews and Key Information

Post 16
11 - 19
Academy sponsor led

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
01733 747 474

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

Oundle Road
Orton Longueville

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You provide strong and passionate leadership and are eager to give pupils from your local area the best possible education. You recognise and celebrate the diversity of your school community. Your focus on, ‘thirty-six languages, one cohort’ ensures that pupils and staff at Nene Park Academy work together to deliver your school’s five key values: the pursuit of excellence, valuing people, achievement for all, a high-quality learning environment and extending the boundaries of learning. Your ‘pledges’ programme supports the delivery of your vision very effectively and we observed pupils involved in a wide range of high-quality sessions during one of your regular ‘pledges and futures’ drop-down days. For example, sixth-form students participated in a high-level debate about charity with a university student, while Year 8 pupils enjoyed a session that explored the links between diet, exercise and health. Teachers share your ambition for pupils to excel across the curriculum. They agree that leaders have created a climate in which they are trusted to take risks and innovate in ways that are right for the pupils. Since your previous inspection you have ensured that leaders maintain their focus on continuing to improve the quality of teaching. You have made key appointments to the senior leadership team and you have recently established a new teaching and learning team which is providing effective additional support to teachers. Pupils comment on the strength of teaching at the school, while parents are also very positive about the quality of education that their children receive. You have a clear understanding of the school’s strengths and weaknesses and your plans set out clearly how leaders will continue to drive improvements. Pupils receive a good standard of education. Sixth-form students make good progress, while key stage 4 pupils have made overall progress that is either similar to or better than other pupils nationally for the last three years. You are disappointed with some aspects of the 2017 GCSE results, but are confident that your curriculum changes will support pupils to make continued good and improving progress from 2018 onwards. The Cambridge Meridian Academies Trust (CMAT) and members of the academy council provide you with effective support and challenge. There are strong links across the trust at both governance and leadership levels. This provides you, members of the academy council and school leaders with additional expertise when reviewing your progress and planning for next steps. You are all in agreement of the need to ensure that your most able pupils make greater progress and that all staff consistently implement the new behaviour policy. Safeguarding is effective. The leadership team has ensured that safeguarding arrangements are fit for purpose. Leaders undertake all appropriate checks on staff and these records are scrutinised on a regular basis by a nominated member of the academy council. Staff are well trained and they know how to identify any signs that pupils are at risk. Staff understand the school’s systems for reporting concerns and state that safeguarding is a part of the school’s culture. Safeguarding records are well kept and any child protection referrals are monitored and followed up robustly. Pupils are taught how to stay safe through assemblies, tutorial sessions and ‘pledges and futures’ days that cover topics such as online safety, bullying and child sexual exploitation. They say that the school site is safe and they know who to talk to if they have any concerns. Pupils say that when bullying occurs it is normally dealt with effectively. Those who attend the school’s hub for pupils with autistic spectrum disorder are well looked after. Inspection findings We pursued a number of lines of enquiry to ascertain whether the school continues to be good. The first question related to the extent to which leaders’ work to improve the quality of teaching is accelerating the progress of the most able pupils currently in the school. Leaders now judge the overall quality of teaching using a wider range of evidence than they did previously. Their judgements are now made against the ‘Nene Park mark’, which is leaders’ criterion for high-quality teaching.

Nene Park Academy Reviews

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"> I was a student at Nene and in my opinion, the school is so amazing. I got A* in all my GCSE'S such good teachers some with a little humour that makes you extra confident!
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