Netherhall Learning Campus High School
Catchment Area, Reviews and Key Information

Secondary
Post 16
PUPILS
810
AGES
11 - 19
GENDER
Mixed
TYPE
Community school
SCHOOL GUIDE RATING
unlock
UNLOCK

Can I Get My Child Into This School?

Enter a postcode to see where you live on the map
heatmap example
Sample Map Only
Very Likely
Likely
Less Likely

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, ONS
01484 225007

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?

Requires Improvement
NATIONAL AVG. 2.09
Ofsted Inspection
(17/05/2022)
Full Report - All Reports
56%
NATIONAL AVG. 38%
5+ GCSEs grade 9-4 (standard pass or above) including English and maths



Unlock The Rest Of The Data Now
We've Helped 20 Million Parents
  • See All Official School Data
  • View Catchment Area Maps
  • Access 2024 League Tables
  • Read Real Parent Reviews
  • Unlock 2024 Star Ratings
  • Easily Choose Your #1 School
£19.95
Per month

Progress Compared With All Other Schools

UNLOCK Well Below Average (About 15% of schools in England) Below Average (About 18% of schools in England) Average (About 35% of schools in England) Above Average (About 16% of schools in England) Well Above Average (About 16% of schools in England)

School Results Over Time

2019 2022 2023 2020 Covid-19 2021 Covid-19 UNLOCK

% of pupils who achieved 5+ GCSEs grade 9-4
2019 2022 2023 2020 Covid-19 2021 Covid-19 UNLOCK

% of pupils who achieved GCSE grade 5 or above in both English and maths
`
Netherhall Avenue
Rawthorpe
Huddersfield
HD5 9PG
01484382140

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You are resolute that pupils should reach their potential and this continues to pay dividends. Senior and middle leaders have been successful in helping pupils to raise their aspirations and realise their ambitions. Adults’ and teachers’ tenacity in helping the most vulnerable pupils to overcome social and domestic difficulties is driven by their deep and passionate commitment to the community. Governors offer sound support but recognise the level of challenge they offer could be sharper. The school is particularly successful in securing a calm and productive working environment. Teachers manage pupils’ behaviour very well, particularly that of pupils who have identified behaviour difficulties. Teachers are patient and skilful in using a mixture of appropriate praise, encouragement and redirection to help pupils to maintain a good work ethos. As a result, most groups of pupils make the progress they should and often make better progress. Disadvantaged pupils and those who have special educational needs and/or disabilities do equally well. You and your team monitor the quality of teaching and pupils’ work carefully. As a result you spot and act swiftly on any slippage in terms of teachers’ performance or pupils’ underachievement. For example, you have taken firm action combined with effective support to improve the quality of teaching in humanities subjects. While teaching in history and geography remains variable in quality, pupils’ work in books shows that it is improving. You also know that the most able pupils have not been making as much progress as others. As a result of senior and middle leaders’ coaching, teachers are becoming more skilled at offering a more appropriate level of challenge, which is leading to improved progress. Middle leaders’ skills in evaluating how well different groups of pupils are doing are improving all the time. For example, they keep a close eye on how well boys are doing and take effective steps to make sure that teaching engages them. Subject leaders value senior leaders’ support and coaching in honing their skills. They follow the established calendar of quality assurance activities assiduously, making sure they consider assessment information, observations of learning, the work in pupils’ books and discussions with pupils to gather an accurate picture of pupils’ progress and the quality of teaching. This group of middle leaders works very well together and they are keen to try new ways of improving their work. They recognise that they could be more precise in pinpointing their monitoring to look at the progress of specific groups such as the most able disadvantaged pupils. The progress pupils make in English is better than published results would suggest. This is because you and your team decided to enter pupils early for their GCSE examination to help them build up resilience in examination practice. This was a successful tactic because pupils gained confidence and subsequently achieved higher grades. Consequently, pupils were able to access the employment, training or further education courses that matched their aspirations. However, you recognise that this confidence building can be achieved through internal examinations and you are no longer using this approach. At the previous inspection, the school was asked to make sure that pupils knew exactly how to improve their work. Teachers now use the school’s marking policy consistently and pupils’ work usually improves as a result. For example, in Year 10 English books, the teacher asked pupils to make sure that they added quotations to support their views about ‘An Inspector Calls’ and pupils successfully weaved in appropriate quotations in the subsequent tasks. Pupils’ writing skills across the school have improved. Pupils are expected to write full answers and they are challenged to think carefully about their answers. Improving pupils’ speaking skills is proving to be a harder nut to crack but staff are persistent in tackling the underlying causes of pupils’ confidence and self-esteem. Pupils’ progress in mathematics is particularly strong and pupils’ work shows that other subjects, such as science, are sustaining a good rate of improvement. Learners in the studio school are making consistently good progress. Leaders effectively promote learners’ high ambitions. Strong careers information, advice and guidance can be seen in learners’ destinations, which closely match their career aspirations. The number of learners who improve their English and mathematics grades continues to rise year on year. The significant number of learners who come to the studio school from other schools are supported in settling in quickly, with learning coaches on hand to encourage learners’ good attendance and a professional approach to their studies.

Netherhall Learning Campus High School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>18, "agree"=>35, "disagree"=>18, "strongly_disagree"=>29, "dont_know"=>0} UNLOCK Figures based on 34 responses up to 09-05-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>12, "agree"=>47, "disagree"=>12, "strongly_disagree"=>29, "dont_know"=>0} UNLOCK Figures based on 34 responses up to 09-05-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>3, "agree"=>47, "disagree"=>9, "strongly_disagree"=>35, "dont_know"=>6} UNLOCK Figures based on 34 responses up to 09-05-2024
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>35, "strongly_agree"=>12, "agree"=>12, "disagree"=>9, "strongly_disagree"=>29, "dont_know"=>3} UNLOCK Figures based on 34 responses up to 09-05-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>12, "agree"=>21, "disagree"=>29, "strongly_disagree"=>35, "dont_know"=>3} UNLOCK Figures based on 34 responses up to 09-05-2024
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>12, "strongly_agree"=>24, "agree"=>9, "disagree"=>21, "strongly_disagree"=>35, "dont_know"=>0} UNLOCK Figures based on 34 responses up to 09-05-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>17, "agree"=>8, "disagree"=>8, "strongly_disagree"=>67, "dont_know"=>0} UNLOCK Figures based on 12 responses up to 09-05-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>18, "agree"=>29, "disagree"=>9, "strongly_disagree"=>29, "dont_know"=>15} UNLOCK Figures based on 34 responses up to 09-05-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>18, "agree"=>32, "disagree"=>9, "strongly_disagree"=>32, "dont_know"=>9} UNLOCK Figures based on 34 responses up to 09-05-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>12, "agree"=>35, "disagree"=>26, "strongly_disagree"=>26, "dont_know"=>0} UNLOCK Figures based on 34 responses up to 09-05-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>26, "agree"=>53, "disagree"=>12, "strongly_disagree"=>9, "dont_know"=>0} UNLOCK Figures based on 34 responses up to 09-05-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>35, "agree"=>44, "disagree"=>3, "strongly_disagree"=>15, "dont_know"=>3} UNLOCK Figures based on 34 responses up to 09-05-2024
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>12, "agree"=>29, "disagree"=>21, "strongly_disagree"=>29, "dont_know"=>9} UNLOCK Figures based on 34 responses up to 09-05-2024
Yes No {"yes"=>44, "no"=>56} UNLOCK Figures based on 34 responses up to 09-05-2024

Responses taken from Ofsted Parent View

Your rating:
Review guidelines
  • Do explain who you are and your relationship to the school e.g. ‘I am a parent…’
  • Do back up your opinion with examples or clear reasons but, remember, it’s your opinion not fact.
  • Don’t use bad or aggressive language.
  • Don't go in to detail about specific staff or pupils. Individual complaints should be directed to the school.
  • Do go to the relevant authority is you have concerns about a serious issue such as bullying, drug abuse or bad management.
Read the full review guidelines and where to find help if you have serious concerns about a school.
We respect your privacy and never share your email address with the reviewed school or any third parties. Please see our T&Cs and Privacy Policy for details of how we treat registered emails with TLC.


News, Photos and Open Days from Netherhall Learning Campus High School

We are waiting for this school to upload information. Represent this school?
Register your details to add open days, photos and news.

Do you represent
Netherhall Learning Campus High School?

Register to add photos, news and download your Certificate of Excellence 2023/24

*Official school administrator email addresses

(eg [email protected]). Details will be verified.

Questions? Email [email protected]

We're here to help your school to add information for parents.

Thank you for registering your details

A member of the School Guide team will verify your details within 2 working days and provide further detailed instructions for setting up your School Noticeboard.

For any questions please email [email protected]