Noadswood School
Catchment Area, Reviews and Key Information

Secondary
PUPILS
960
AGES
11 - 16
GENDER
Mixed
TYPE
Academy converter
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
01962 847456

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
(1/3/17)
Full Report - All Reports
68%
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

North Road
Dibden Purlieu
Southampton
SO45 4ZF
02380840025

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You have made a real difference since arriving in September 2016. You quickly and accurately identified the many strengths of the school and areas for improvement. Your staff have responded positively to your clear and effective leadership. Staff support your aim of ensuring a high-quality and challenging education for every pupil, regardless of their ability or circumstance. Current pupils achieve well at the school. However, you and your leadership team are not complacent and you are ambitiously implementing plans to help pupils make even more progress. Pupils continue to behave very well. They are kind and respectful towards each other and their teachers. Pupils are proud of their school and take good care of the environment. There is no litter or graffiti and the displays celebrating pupils’ work are well maintained. Staff provide a wide range of clubs, activities and trips. Pupils want to achieve their best and they are keen to attend the many extra opportunities provided. Pupils told us that they are happy at the school and say that they are cared for well. Since the last inspection, leaders and governors have further developed the curriculum to ensure that it is broad and balanced and meets the different needs and abilities of pupils. Leaders have developed meticulous systems to regularly assess and track pupil progress. Consequently, teachers are able to provide swift and specific additional help to support pupils at risk of falling behind. Teachers say that they value the regular training that is organised by leaders to help them plan for the individual needs of pupils. As a result of the strong leadership of the curriculum and teaching and learning, pupils of different abilities now make more consistent progress. There are well-developed strategies in place to ensure that subject and pastoral leaders monitor pupils’ progress and the quality of teaching effectively. As a result, leaders and governors know the strengths of the school, such as the impressive progress made by pupils in science. You also know where further improvement is needed, notably in modern foreign languages and the humanities. Governors know the school well and they share the leaders’ determination that the school remains inclusive and pupils develop into well-rounded citizens. Parents speak highly of the school, and most of the parents who responded to Ofsted’s online questionnaire, Parent View, would recommend the school to another parent. Safeguarding is effective. Governors and the leadership team have ensured that safeguarding arrangements are fit for purpose and that records are detailed and of a high quality. All staff and governors are trained regularly on how to keep pupils safe from abuse, sexual exploitation, radicalisation and extremism. The school has a strong culture of care for the individual, and the staff work as a team to identify promptly when pupils show signs that they may be vulnerable. In these circumstances, a dedicated safeguarding team acts swiftly and sensitively, working effectively with pupils, parents and external agencies to help the more vulnerable pupils. Leaders monitor and follow up absences thoroughly and, as a result, attendance is good and improving. Recent efforts to improve the attendance of disadvantaged pupils have been successful. Pupils told us that they feel that staff are approachable and say that they know whom they can turn to if they have concerns. Pupils value the regular reminders through lessons and assemblies about how to keep themselves, as well as their friends and family, safe. The school responds well when general concerns arise. For example, when teachers noticed that a number of pupils were feeling unusually anxious, leaders organised relevant training for teachers and included ‘dealing with anxiety’ as part of the curriculum. Inspection findings During this inspection, inspectors focused on the following lines of enquiry: how successfully leaders are tackling areas for improvement from the previous inspection; the extent to which standards in modern foreign languages and humanities are rising; how well the current curriculum matches the needs of pupils; and the extent to which the particular needs of disadvantaged pupils are being met. Leaders are beginning to take effective action to improve pupils’ progress in modern foreign languages. Teachers are now preparing pupils more thoroughly for all aspects of the modern foreign language GCSE syllabus. Leaders’ current assessment information and the pupils’ work we saw indicate that pupils’ progress in foreign languages is improving. The leadership team has made improvements in the teaching, learning and assessment of humanities subjects. The new subject leader for history has changed the GCSE course to match the expertise of teachers and the interests of pupils better. As a result, pupils enjoy history more. I spoke with some of the most able pupils, who were highly motivated by the additional help they were given to write extended history essays. The subject leader in geography has also improved the GCSE course, which is proving more enjoyable and interesting for pupils. Well-focused staff training is improving the quality of teaching in humanities. Pupils’ work and leaders’ current assessment information show that pupils are now making better progress in humanities. The curriculum is challenging and inclusive. Pupils are encouraged to study an appropriately wide range of subjects. Careers education is extensive. As a result, pupils are well prepared for their next stage of education or training. Where necessary, leaders are changing the curriculum to meet the more rigorous requirements of the new GCSE subject specifications and national curriculum. Governors and leaders have retained vocational subjects, which provide very successful routes into post-16 education for some pupils. Leaders support the small number of disadvantaged pupils well. There is a coordinator for each year with responsibility for ensuring that disadvantaged pupils make good progress. Coordinators meet with disadvantaged pupils each week to discuss learning and progress. Parents often attend these meetings. Each disadvantaged pupil benefits from a personal support plan to track progress so that teachers can intervene promptly if a pupil’s achievement slows. The published results of disadvantaged pupils’ achievement dropped in 2016 because a small number, whose circumstances made them particularly vulnerable, did not reach their potential. Leaders’ extensive information about the progress of pupils indicates that most disadvantaged pupils are currently making at least good progress. Next steps for the school Leaders and those responsible for governance should ensure that: work already started to strengthen leadership and improve pupils’ progress, in humanities and modern foreign languages, continues to develop so that pupils enjoy equally good success in these subjects as in other areas of the curriculum.

Noadswood School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree 40% Agree 40% Disagree 15% Strongly Disagree 5% Don't Know 0% {"strongly_agree"=>40, "agree"=>40, "disagree"=>15, "strongly_disagree"=>5, "dont_know"=>0} Figures based on 20 responses up to 14-02-2022
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Figures based on 20 responses up to 14-02-2022

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Figures based on 20 responses up to 14-02-2022

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Figures based on 20 responses up to 14-02-2022

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Figures based on 20 responses up to 14-02-2022

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Figures based on 20 responses up to 14-02-2022

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Figures based on 10 responses up to 14-02-2022

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Figures based on 20 responses up to 14-02-2022

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Figures based on 20 responses up to 14-02-2022

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Figures based on 20 responses up to 14-02-2022

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Figures based on 20 responses up to 14-02-2022

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Figures based on 20 responses up to 14-02-2022

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Figures based on 20 responses up to 14-02-2022

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Figures based on 20 responses up to 14-02-2022

Responses taken from Ofsted Parent View

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