Rosedale College
Catchment Area, Reviews and Key Information

Secondary
Post 16
PUPILS
817
AGES
11 - 19
GENDER
Mixed
TYPE
Academy converter
SCHOOL GUIDE RATING
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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
(01895) 556644

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
(2/11/16)
Full Report - All Reports
70%
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) 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

Wood End Green Road
Hayes
UB3 2SE
02085732097

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You work closely with other leaders within both the school and the trust to implement necessary improvements and check that they are effective. Your efforts are recognised by staff and pupils, who appreciate the highquality support and the personal encouragement you give them. The inclusive ethos that underpins the work of the trust is widely shared and understood. All staff demonstrate the same high expectations regarding pupils’ behaviour and achievement. This has ensured that many pupils make exceptional progress from their starting points and achieve impressive examination results by the end of key stage 4. You have addressed the areas for improvement identified in the last inspection report. Nearly all teaching is good or better as a result of the regular monitoring and feedback provided by leaders and managers. Your observations inform a carefully planned programme of professional training opportunities that support the needs and aspirations of each teacher. Teachers and support staff are provided with comprehensive information about each pupil to allow them to plan learning activities with appropriate levels of challenge and support. The progress of all pupils is evaluated regularly so that any gaps in their understanding are identified and additional support is quickly arranged. This ensures that pupils, including those who are most able, the disadvantaged and those who have special educational needs and/or disabilities, can make rapid progress towards their individual targets. Leaders have taken a proactive approach to help fill gaps in teacher recruitment. For example, 42 new teachers joined the trust in September 2015 following a recruitment process undertaken by the executive principal in Jamaica. As a result of effective induction programmes and professional development opportunities available across the trust, staff retention rates are high and the school is fully staffed with subject specialists. The quality of the sixth-form provision has been improved and this has started to have an impact on the achievements of older pupils. Detailed information, advice and guidance is provided to help pupils choose the courses they wish to study at both key stage 4 and key stage 5. Targeted mentoring and pastoral support and visits to universities, employers and careers fairs assist pupils to make informed choices about their futures and take advantage of the opportunities available to them. A bridging programme for two weeks in the summer holiday is attended by all Year 11 pupils planning to join the sixth form. This helps them prepare for the demands of their chosen courses and allows their learning needs to be fully assessed. Consequently, all pupils who began their courses last year continued with their studies this year. Although academic outcomes are still not as good as vocational results, the gap closed last year and overall standards improved. Pupils benefit from access to all the resources within the Rosedale Hewens Academy Trust. Some pupils leave the school at the end of Year 8 or Year 9 to enrol at one of the two studio schools within the trust and complete examinations and qualifications that reflect their interests and skills. As well as vocational subjects, some very able pupils leave to study law, psychology or economics, which leads to university courses and professional careers. Your records demonstrate that many of these pupils continue to make rapid progress in their new placements and achieve the highest grades in their examinations. Safeguarding is effective. The school is a safe place and pupils state that there are few concerns about bullying or antisocial behaviours. Their views are supported by the low number of serious behaviour incidents and exclusions that are recorded. When incidents do occur, they are carefully logged and evaluated as part of a wider assessment of needs and risks. Leaders have ensured that safeguarding procedures take account of the latest guidance issued and all the required employment checks are carried out before staff appointments are confirmed. Staff receive regular safeguarding updates and training throughout the year. Consequently, they know how to report any concerns that they may have. All staff have a detailed understanding of the needs of every pupil because information-sharing systems are effective and the welfare and well-being of any pupil causing concern is carefully considered before further support is agreed. Although an extensive rebuilding programme is planned for the future, some parts of the main building are currently in poor condition and disrepair. For example, some flooring tiles in corridors are lifting and are a potential trip hazard. Other buildings and the outside areas are well resourced and maintained to a high standard.

Rosedale College Parent Reviews



unlock % Parents Recommend This School
Strongly Agree 44% Agree 18% Disagree 18% Strongly Disagree 18% Don't Know 3% {"strongly_agree"=>44, "agree"=>18, "disagree"=>18, "strongly_disagree"=>18, "dont_know"=>3} Figures based on 34 responses up to 29-08-2019
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Figures based on 34 responses up to 29-08-2019

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Figures based on 34 responses up to 29-08-2019

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Figures based on 34 responses up to 29-08-2019

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Figures based on 34 responses up to 29-08-2019

unlock

Figures based on 34 responses up to 29-08-2019

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Figures based on 34 responses up to 29-08-2019

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Figures based on 34 responses up to 29-08-2019

unlock

Figures based on 34 responses up to 29-08-2019

unlock

Figures based on 34 responses up to 29-08-2019

unlock

Figures based on 34 responses up to 29-08-2019

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Figures based on 34 responses up to 29-08-2019

Responses taken from Ofsted Parent View

Your rating:
Review guidelines
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