Saxon Hill Academy
Catchment Area, Reviews and Key Information

Primary & Secondary
Post 16
Special school
PUPILS
118
AGES
2 - 19
GENDER
Mixed
TYPE
Academy special converter

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
01785 278593

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
(17/10/18)
Full Report - All Reports

Special schools provide a unique and distinctive educational environment to meet the needs of the pupils in their community. Undertaking standard tests may not be appropriate and we do not show performance data for special schools.

View exam results via the link below and contact the school to ask about measuring pupil progress.

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100%
NATIONAL AVG. 93%
Happiness Rating

Ofsted Parent View

7.4:1
NATIONAL AVG. 20.7:1
Pupil/Teacher ratio
62.5%
NATIONAL AVG. 8.2%
Persistent Absence
7.6%
NATIONAL AVG. 20.9%
Pupils first language
not English
32.7%
NATIONAL AVG. 20.8%
Free school meals
1.7%
NATIONAL AVG. 12.6%
Pupils with SEN support
Kings Hill Road
Lichfield
WS14 9DE
01543 414892

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. On 1 November 2015, the school converted to an academy and became a member of the Shaw Education Trust. You became headteacher in May 2017 and appointed a deputy headteacher and assistant headteacher to form the senior leadership team. The leadership team, governors and the Shaw Education Trust demonstrate a determined commitment to improving the outcomes for pupils. You and the leadership team have created an inclusive culture, with three different curriculum pathways to match the needs of the pupils who attend. You use these curriculum pathways effectively to ‘inspire young people to take the lead in their own lives’. You and leaders are committed to ensuring that all pupils are entered for the appropriate accredited assessments when they are in key stage 4 and post-16. You have been creative in your approach to the vocational curriculum, with varied vocational opportunities available both on site at the school and at off-site settings. For example, during the inspection, inspectors visited the on-site café where pupils were holding a coffee morning for former pupils. The lesson was well planned to match the skills and accreditation routes pupils were working towards. Consequently, pupils are confident, engaged and making good progress in their learning. Staff build strong relationships with pupils. They are attentive to pupils’ well-being and understand the complex needs of the pupils they teach. You and leaders have developed a successful approach to teaching communication skills. This is shown well by children in early years, who are encouraged to use their voices and move their heads in response to the teacher’s instructions. Children do this successfully. Teaching is nearly always engaging, so that pupils enjoy learning, with work and activities matched to their needs and interests. However, in key stages 3 and 4 and in post-16 provision, teaching is sometimes less effective because assessment is not used well enough to plan work. Leaders do not yet work with other schools to ensure that the teachers’ assessments are consistently accurate. Pupils who spoke to inspectors are happy in school. They value being involved in plans to improve the school. They have contributed their ideas to improve the playground and are looking forward to the new roundabout. Pupils are taught about the needs of others and explained to inspectors how they raise money for different charities. Pupils like lessons and say that they are well cared for by the staff. Safeguarding is effective. All safeguarding arrangements are fit for purpose. Leaders carry out all the required recruitment and vetting checks to ensure that pupils are kept safe. Staff and the local governing body are provided with appropriate safeguarding training. As part of checking these arrangements, Shaw Education Trust completes regular audits and any areas for improvement are quickly identified. The leadership team has ensured that it has developed a strong culture of safeguarding throughout the school. For example, lunchtime staff are highly skilled in providing the correct diets for pupils. Staff know how to report any concerns they may have and these are quickly responded to by the person responsible for safeguarding. Pupils feel safe in school and know whom to approach if they have any worries. The curriculum teaches pupils how to identify risks and stay safe. Inspection findings You and leaders have accurately identified the areas for improvement, which is evidenced through your academy development plan. You have invested time in developing the middle leadership team. For example, learning conferences, established last term, include middle leaders. As a result, middle leaders know their departments well and provide appropriate support to teachers within them. Leaders have developed an assessment system to check small steps of progress towards pupils’ curriculum targets. This enables the school to have an accurate record of what pupils can do and the next steps in their learning. Leaders expect teachers to use this assessment information to inform their planning. Teachers, who use assessment information well, plan work, which is accurately pitched to the needs of pupils. They utilise resources to support and motivate pupils. They are clear about what their pupils are learning and consequently pupils make good progress. However, not all teachers in key stages 3 and 4 and in post-16 use assessment information well enough. As a result, in some activities, pupils do not progress as well as they should. The school collects relevant information about pupils’ progress beyond the curriculum. They do this by monitoring the short-term outcomes from education, health and care plans and gathering information about pupils’ engagement in lessons. Leaders have joined a national pilot project to determine how the monitoring and reviewing of pupils’ engagement in lessons could help further inform their evaluation of pupils’ progress. Leaders regularly check and hold teachers to account for the progress pupils make each term. These meetings enable leaders to plan and provide support and interventions when it is identified that a pupil is not making enough progress. However, leaders have not identified or put in place clear criteria to indicate when pupils are making good progress or outstanding progress. Consequently, they are not in a good position to determine whether progress is as strong as it could be. Children in early years receive a good education. Other professionals work closely with teachers to assess the needs of children. As a result, staff are well informed about their needs and provide learning opportunities that are well matched to these. Staff observe children and collect evidence of progress on a school-wide electronic system, which they then annotate with assessment information. Parents and carers are beginning to access this system and some have contributed to the observations of their child. These records show that children are making good progress. Leaders are sensitive to the medical needs of pupils and work closely with parents to improve the attendance of those pupils who could be in school more often. Attendance of some pupils has improved. However, the number of pupils who remain absent frequently is high. Next steps for the school Leaders and those responsible for governance should ensure that: teachers in key stages 3 and 4 and in post-16 use assessment information more successfully to plan lessons that are matched to the needs of pupils and enable them to make the progress of which they are capable leaders use the school’s assessment information to distinguish between good and outstanding progress by seeking ways to moderate and validate school assessment findings with other schools leaders continue to work closely with parents to improve attendance of pupils who are persistently absent from school.

Saxon Hill Academy Parent Reviews



94% Parents Recommend This School
Strongly Agree 78% Agree 22% Disagree 0% Strongly Disagree 0% Don't Know 0% {"strongly_agree"=>78, "agree"=>22, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} Figures based on 18 responses up to 01-01-2019
Strongly Agree 78% Agree 22% Disagree 0% Strongly Disagree 0% Don't Know 0% {"strongly_agree"=>78, "agree"=>22, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} Figures based on 18 responses up to 01-01-2019
Strongly Agree 67% Agree 33% Disagree 0% Strongly Disagree 0% Don't Know 0% {"strongly_agree"=>67, "agree"=>33, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} Figures based on 18 responses up to 01-01-2019
Strongly Agree 72% Agree 28% Disagree 0% Strongly Disagree 0% Don't Know 0% {"strongly_agree"=>72, "agree"=>28, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} Figures based on 18 responses up to 01-01-2019
Strongly Agree 61% Agree 39% Disagree 0% Strongly Disagree 0% Don't Know 0% {"strongly_agree"=>61, "agree"=>39, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} Figures based on 18 responses up to 01-01-2019
Strongly Agree 33% Agree 50% Disagree 0% Strongly Disagree 6% Don't Know 11% {"strongly_agree"=>33, "agree"=>50, "disagree"=>0, "strongly_disagree"=>6, "dont_know"=>11} Figures based on 18 responses up to 01-01-2019
Strongly Agree 56% Agree 44% Disagree 0% Strongly Disagree 0% Don't Know 0% {"strongly_agree"=>56, "agree"=>44, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} Figures based on 18 responses up to 01-01-2019
Strongly Agree 33% Agree 28% Disagree 0% Strongly Disagree 0% Don't Know 39% {"strongly_agree"=>33, "agree"=>28, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>39} Figures based on 18 responses up to 01-01-2019
Strongly Agree 72% Agree 6% Disagree 6% Strongly Disagree 11% Don't Know 6% {"strongly_agree"=>72, "agree"=>6, "disagree"=>6, "strongly_disagree"=>11, "dont_know"=>6} Figures based on 18 responses up to 01-01-2019
Strongly Agree 67% Agree 22% Disagree 6% Strongly Disagree 6% Don't Know 0% {"strongly_agree"=>67, "agree"=>22, "disagree"=>6, "strongly_disagree"=>6, "dont_know"=>0} Figures based on 18 responses up to 01-01-2019
Strongly Agree 67% Agree 17% Disagree 17% Strongly Disagree 0% Don't Know 0% {"strongly_agree"=>67, "agree"=>17, "disagree"=>17, "strongly_disagree"=>0, "dont_know"=>0} Figures based on 18 responses up to 01-01-2019
Yes 94% No 6% {"yes"=>94, "no"=>6} Figures based on 18 responses up to 01-01-2019
Strongly Agree 100% Agree 0% Disagree 0% Strongly Disagree 0% Don't Know 0% {"strongly_agree"=>100, "agree"=>0, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} Figures based on 1 responses up to 01-01-2019
Strongly Agree 100% Agree 0% Disagree 0% Strongly Disagree 0% Don't Know 0% {"strongly_agree"=>100, "agree"=>0, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} Figures based on 1 responses up to 01-01-2019
Strongly Agree 100% Agree 0% Disagree 0% Strongly Disagree 0% Don't Know 0% {"strongly_agree"=>100, "agree"=>0, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} Figures based on 1 responses up to 01-01-2019
Strongly Agree 100% Agree 0% Disagree 0% Strongly Disagree 0% Don't Know 0% {"strongly_agree"=>100, "agree"=>0, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} Figures based on 1 responses up to 01-01-2019
Strongly Agree 100% Agree 0% Disagree 0% Strongly Disagree 0% Don't Know 0% {"strongly_agree"=>100, "agree"=>0, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} Figures based on 1 responses up to 01-01-2019

Responses taken from Ofsted Parent View

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