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:
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.
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.
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.
The leadership team has maintained the good quality of education in the school since the last inspection. Since your appointment in October 2015, you have improved the culture and ethos of the school. You listened to staff and pupils and recognised that there was disquiet about low-level disruption in lessons. You made significant strategic changes to the management of behaviour. Teachers apply these consistently so pupils are aware of expectations. Now, the school is an orderly place where learning takes place effectively. As a result, pupils are making better progress and their combined results are closer to the national average at the end of Year 11. There is also a greater stability of staffing. With the support of the multi-academy trust (MAT), you are able to provide specific and targeted support to colleagues. This, in turn, adds value to the education received by pupils. Pupils engage well with the many extra-curricular activities offered. These add to their preparation for life beyond school. Leaders link well with local businesses and colleges. Pupils feel well-prepared for their next steps through work experience and presentations from companies and educational establishments. Pupils are ambitious for their own futures and have high aspirations as a result. Pupils feel safe and well supported emotionally and academically. As one parent commented: ‘My children are very happy at the school. The teaching, leadership and pastoral staff all seem motivated and engaged in seeing the students grow in all areas of life, not just academic achievement.’ School leaders work hard to engage with parents. The MAT has an academy council made up of parents and community members. The councillors provide a good sounding board for decisions made with regard to the needs of the locality. There are many ways that leaders work alongside parents to ensure that pupils benefit from parental as well as school support. These include cooking evening meals and using local facilities where parents can attend in less formal group settings and learn about their children’s needs. This has improved attendance and behaviour, which has a positive impact on pupils’ progress. Safeguarding is effective. The principal has developed a culture that advocates personal safety and well-being for all pupils and staff. Secure processes are in place for monitoring and recording any safeguarding concerns. School leaders work well with a range of agencies. Similarly, leaders work sensitively with parents and monitor and support pupils and families. Staff receive training on the latest guidance from the Department for Education in how to keep children safe. All aspects of recruitment checks are stringent. Although there is a comprehensive curriculum for teaching pupils how to stay safe, some of the messages are not fully understood by pupils yet. Inspection findings We discussed the effectiveness of changes to the teaching of English, as progress had not been as good in this subject as other core areas of the curriculum. You mentioned that there had been many unexpected staffing changes in 2016 and this had been an unsettling time for the department. In the two years subsequently, there has been a review of the curriculum which has heightened expectations in English teaching. As a result, pupils from Year 7 onwards are reading more challenging texts. In addition, younger pupils learn correct grammar, spelling and punctuation regularly so that their basic skills in literacy are more secure. As we looked at learning, it was evident that pupils of different ages are enjoying English and coping with the work set. Older pupils are writing creatively and responsively to the demands of the end-of-key-stage-4 test questions. Sometimes, older pupils are not as conscientious about correct grammar, especially basic punctuation, as the younger pupils. The teaching has not been as thorough for these pupils. Also, pupils with lower ability in Years 10 and 11 do not get sufficient support and structure with their work, which impedes their progress. Although you expect teachers to note correct grammar and punctuation in every subject, there is little evidence of this in books currently. You agreed that with the new specifications at GCSE and the greater demands on pupils’ correct spelling, grammar and punctuation, this is a necessary next step for the school. Some pupils are not yet considering the presentation and correctness of their work. Equally, in the wider curriculum, teachers are not enforcing these expectations and so there are weaknesses in extended writing in the full range of subjects. Next, we looked at the progress made by disadvantaged pupils in relation to other pupils in the school and nationally. This is an area that has been strategically led by the deputy principal. Since his appointment in January 2018, he has channelled his passion and drive to ensure that these pupils attend school, behave well and make good progress. This is securing many positive outcomes. In a short space of time, effective work with disadvantaged pupils has reduced their exclusions, which were significantly higher than the exclusions of other pupils in the school in September 2017. By July 2018, exclusions had decreased overall and there was no difference between the number of exclusions of disadvantaged pupils and others in the school. As a result of better attendance and higher aspirations, disadvantaged pupils are working confidently and as well as other pupils in the school in the majority of subjects. Over time, boys have not made such good progress as girls in English, science and other foundation subjects. You have recognised this and there is a strategic plan in place to amend this. Actions began in September and there is evidence already that they are beginning to pay dividends. When looking at learning, recent work shows engagement and enjoyment in English, science and other subjects. In English, in particular, pupils are reading texts which are of more interest to boys. This has improved boys’ commitment to studying literature. Boys are able to articulate their learning when asked and many have high expectations of themselves with regard to their post-16 studies. You are reviewing the curriculum offer for boys of lower ability in ways that will support more different and varied careers. Finally, we looked at the low attendance and high persistent absence of pupils who have special educational needs and/or disabilities, and disadvantaged pupils. As pupils are behaving in better ways, so their attendance has increased. School leaders are using a tracking system, devised by the MAT, which provides information more swiftly with regard to pupils’ absence. As a result, staff responses are quicker. Staff make calls to homes immediately to make sure the non-attendance is valid. Attendance is now much closer to the national average. The persistent absence of pupils, though reduced since last year, is still too high. However, the improvement in monitoring absence has enabled staff to identify key groups which need more focus, in particular girls overall and some in Year 10. Next steps for the school Leaders and those responsible for governance should ensure that: English outcomes continue to improve and at a quicker pace pupils embed their literacy skills in the wider curriculum persistent absence is reduced, especially for girls, so that it is at least in line with the national average. I am copying this letter to the regional director and the chief executive officer of the multi-academy trust, the regional schools commissioner and the director of children’s services for Bristol City of. This letter will be published on the Ofsted website.
2015 GCSE RESULTSImportant information for parents
Due to number of reforms to GSCE reporting introduced by the government in 2014, such as the exclusion of iGCSE examination results, the official school performance data may not accurately report a school’s full results. For more information, please see About and refer to the section, ‘Why does a school show 0% on its GSCE data dial? In many affected cases, the Average Point Score will also display LOW SCORE as points for iGCSEs and resits are not included.
Schools can upload their full GCSE results by registering for a School Noticeboard. All school results data will be verified.
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