Rokeby School
Catchment Area, Reviews and Key Information

Secondary
PUPILS
790
AGES
11 - 16
GENDER
Boys
TYPE
Foundation school
SCHOOL GUIDE RATING
Not Rated

This school was closed.

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, ONS
020 8430 2000

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?

Good
NATIONAL AVG. 2.09
Ofsted Inspection
(18/12/2018)
Full Report - All Reports
65%
NATIONAL AVG. 38%
5+ GCSEs grade 9-4 (standard pass or above) including English and maths



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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
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Barking Road
London
E16 4DD
02075405620

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You and your team have created a school community that is welcoming, caring and outreaching. Pupils value their education, themselves and others because you and your team have high aspirations for them. This is underpinned by the school’s values of ‘respect, success, passion for learning, personal challenge and harmony’. Governors are committed and care passionately about the school. They bring a wealth of experience and provide appropriate challenge and support to school leaders. You and your team have carefully analysed the reasons for the dip in outcomes in GCSE examinations in 2018. You have responded quickly and effectively, and pupils are now making stronger progress over time. Pupils enjoy coming to school, and they are rarely absent and rarely late. Pupils are respectful and courteous and seek to support each other. One pupil said that the ‘school feels much more like a family than a school’. This is evident from the way those in the school community look out for each other. For example, pupils recently set up a food bank which is of great help to many in the school, and the wider community. Pupils appreciate the broad curriculum and extensive range of activities they have available to them. Those who spoke to inspectors said that they particularly enjoyed ‘passport days’, when they are given the opportunity visit venues such as the science museum and the Houses of Parliament. Pupils said that they enjoyed learning about how the world works and how the country is led. You and your team are ambitious for all pupils. You seek to raise aspirations through initiatives such as the ‘brilliant club’, which provides the most able pupils with the opportunity to visit Russell Group universities. You and your team have responded to the areas for improvement identified in the previous inspection report. You have strengthened leadership, with a focus on improving the quality of teaching in the school. The previous inspection report also highlighted the need to provide greater challenge for the most able pupils. You recognise that, although you and your team made some progress in this area, there is still more work to be done. Safeguarding is effective. You and your team have created a school environment where pupils are safe and feel safe. You maintain comprehensive and up-to-date safeguarding records, and you ensure that those employed in the school are suitable to work with children. Staff receive regular high-quality training. Those who spoke to inspectors were very clear about what to do if they are concerned about a pupil. Staff know the warning signs that may suggest a pupil is at risk from harm and they are quick to refer concerns to the appropriate members of staff. Leaders log all concerns accurately and maintain detailed records of the action taken to keep children safe. Leaders work well with the local authority and other agencies to ensure that pupils who need help are provided for in a timely manner. You and your team anticipate the safeguarding risks that pupils might face. For example, very recently, pupils were reminded about firework safety and the dangers of cycling on busy roads in the dark. Staff are aware of the current risks to pupils’ mental health and emotional well-being, including from social media. You have been proactive in addressing this issue by working closely with a charity providing expertise in this area. Inspection findings For the first key line of enquiry, we agreed to look at what leaders are doing in response to the recent dip in outcomes in English. This is because pupils’ progress in English at the end of key stage 4 in 2018 was below average. Pupils’ progress in English at the end of key stage 4 in 2017 was above average. Leaders have introduced a comprehensive plan to raise outcomes. Central to this is the strong emphasis on reading in the school. All pupils, staff and governors were recently bought a book as part of the school’s ‘big read’. The book’s author visited the school on World Book Day to talk about his work and this year he is running creative writing workshops for pupils in Years 8 and 9. 2 Leaders have sought to raise the quality of teaching by better use of assessment information for planning, and by providing teachers with more time to work together and share good practice. The school’s information shows that the quality of teaching is consistently strong across the department. Inspectors noted that teachers use their good subject knowledge, comprehensive understanding of pupils’ needs, and accurate assessment information to plan effectively. As a result, pupils behave well in lessons, they are keen to learn, and are now making stronger progress over time. Inspection evidence is supported by the school’s own assessment information, which indicates an improving picture. For the next key line of enquiry, we looked at what leaders are doing to improve outcomes for disadvantaged pupils. This is because, in 2018, disadvantaged pupils made less progress than their peers by the end of key stage 4. Strategies are in place to help disadvantaged pupils make stronger progress, with the first priority being improved attendance. As a result of leaders’ tenacity in following up all absences without delay, disadvantaged pupils’ attendance has improved significantly and is now higher than the national average for all pupils. Leaders have also introduced a wide range of opportunities for pupils to help raise their aspirations. The pupils who spoke to inspectors were particularly enthusiastic about the instrumental music tuition they receive. Leaders also recognise the importance of working with parents and carers and have introduced a series of events to engage with them. These events take place regularly and presentations are made in a range of languages. For example, during the inspection, a presentation was made to a group of parents in Bengali. However, teaching is not yet consistent in its focus on the progress and attainment of this group of pupils. Work in pupils’ books indicates that although disadvantaged pupils are making stronger progress, they are not yet achieving as well as their peers. For the third key line of enquiry, we agreed to look at what leaders are doing to improve outcomes for the most able pupils. This is because at the end of key stage 4 in 2018, they made less progress than their peers in a range of subjects, including English and mathematics. Leaders have been quick to analyse last year’s GCSE results and identify the reasons behind the dip in achievement. Leaders are keen to ensure that all pupils receive appropriate challenge in lessons and have prioritised the teaching of most-able pupils in their training programme. Inspectors noted that the most able pupils were being appropriately challenged in mathematics and science. This was most noticeable in the higher sets, where pupils were acquiring specialist subject knowledge and demonstrating strong skill development. For the final key line of enquiry, we looked at what leaders are doing to improve outcomes in modern foreign languages. This is because pupils made less progress in modern foreign languages than in other subjects by the end of key stage 4 in 2018. Pupils make stronger progress in Spanish than in French. 3 Leaders have responded quickly to the significant dip in progress last year by working closely with examination boards and introducing a range of intervention activities. For example, the most able pupils in Year 10 have been given the opportunity to join a Year 11 intervention group to develop their knowledge and skills. Changes have also been made to staffing, including the appointment of a new subject leader. Modern languages are popular. Inspectors noted good behaviour in lessons and a strong desire to learn. This is because teachers use their good subject knowledge to plan interesting lessons. Inspectors observed that although pupils were given many opportunities to interpret the target language into English, opportunities to speak and write in the target language were more limited. This slows pupils’ skill development and therefore their progress in writing and speaking in the target language. Inspectors noted an improving picture in modern foreign languages and this is supported by the school’s own assessment information. Next steps for the school Leaders and those responsible for governance should ensure that: the additional pupil premium funding is used effectively so that disadvantaged pupils make stronger progress teaching routinely challenges the most able pupils so that they make stronger progress. I am copying this letter to the chair of the governing body, the regional schools commissioner and the director of children’s services for Newham. This letter will be published on the Ofsted website. Yours sincerely Niall Gallagher Her Majesty’s Inspector Information about the inspection During the inspection, we met with you, senior and middle leaders and members of the governing body. We made visits to classrooms, jointly with senior leaders. We spoke with pupils about their learning and looked at a range of pupils’ work in their books and folders. We met with pupils from key stages 3 and 4 to talk about their views of the school and reviewed the 30 responses to the parent questionnaire. We evaluated a range of school documentation, including leaders’ development plans and safeguarding information.

Rokeby School Parent Reviews



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