Northolt High School
Catchment Area, Reviews and Key Information

Post 16
11 - 18
Foundation school

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
(020) 8825 5511

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

Eastcote Lane

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. Leaders have worked well together to create the inclusive and celebratory culture evident throughout the school; the values of ‘pride, respect and courage’ are promoted well and shared by all. The inclusive school community is underpinned by strong pastoral care and safeguarding of pupils’ welfare. You provide strong leadership and, supported by the senior leadership team, you are continuing to make improvements. Pupils speak positively about school life. They are happy, feel safe and are keen to learn. They behave well around the school, showing respect for staff, pupils and visitors alike. Pupils look smart in their school uniform. They said that they value the support that they receive from staff. You, senior leaders and governors have addressed the areas for improvement identified in the previous inspection report and have an accurate understanding of the school’s current strengths and areas to develop. Since the previous inspection attendance has improved. Pupils attend regularly. Overall, pupils’ attendance and the rates of persistent absenteeism are in line with the national averages. The previous inspection report also highlighted the need for a more consistent focus on literacy across the school. You have implemented a strong focus on reading and have promoted improvements to pupils’ reading and writing skills. Following the dip in GCSE examination results last year you took swift action to analyse and address the issues that you identified. Most pupils now make good progress across a wide range of subjects. They have positive attitudes to work. Nevertheless, the progress of most-able pupils is inconsistent. This is because, despite improvements to the quality of teaching and learning, the work they are set is often insufficiently demanding. Governors provide you and other leaders with strong challenge and support. They are well informed and examine information provided to them thoroughly so that the most pertinent questions can be asked. As a result, they have a sound understanding of the school’s many strengths, but also a candid understanding of those areas needing improvement. Governors are skilled and take a reflective approach to their roles. Like you, they care deeply about the school and the community it serves. Safeguarding is effective. Leaders have ensured that all safeguarding arrangements are fit for purpose. These arrangements combine to create a culture of safeguarding throughout the school. The required checks on the suitability of adults to work with pupils are undertaken accurately and recorded clearly. Staff are well trained, monitor pupils’ welfare closely and understand how to report concerns. Governors are clear about their responsibilities for safeguarding and bring valuable experience that they use to hold leaders to account. Pupils who responded to the online questionnaire, and also those who spoke to inspectors, said that they feel safe in school. They understand the different forms of bullying that can take place. Pupils are confident that, on the rare occasions that bullying may happen, if they speak to an adult it will be dealt with. Leaders work with a range of agencies to help to keep pupils safe and ensure that pupils and their families receive the support they need. Inspection findings We focused on the progress of pupils working towards GCSE examinations. This was because the progress made by last year’s cohort fell substantially in a range of subjects including mathematics, science and humanities. Previously, pupils made progress in line with others nationally.

Northolt High School Reviews

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