Scalby School
Catchment Area, Reviews and Key Information

11 - 16
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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
01609 533679

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)

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

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

Fieldstead Crescent
YO12 6TH

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. Over the last year, since your appointment as headteacher, you have shaped a thoughtful and skilled senior leadership team. This team has embraced your vision for the school. This vision is rooted in a clear moral purpose. You are dedicated to ensuring that every pupil receives an education of the highest quality. You and your team are aware of the strengths and weaknesses of the school and use your analysis of a wide range of information to improve the provision and outcomes for pupils. Staff morale is high. Many staff told us how much they welcome the open conversations about teaching and its continual improvement that take place very regularly across the school. They welcome the ways that you encourage the evaluation and sharing of what works. The school’s previous inspection in April 2012 identified the need to share the good and outstanding practice that exists in the school so that teaching focused on what pupils need to succeed more precisely. You have addressed this and continue to address this very successfully. You have introduced an approach to improving the quality of teaching that is very effective. It is rooted in the sharing of good practice, in a culture of sharing and openness. Staff welcome this coaching approach because it enables them to work together in a range of ways across the school. Working together, they identify and share the approaches that work and ensure that pupils succeed. The approach is carefully and decisively linked to the assessment of teachers’ performance and the detailed plans for school improvement. Increasingly, your team of teaching assistants are also involved in this dynamic approach. However, their involvement is still at an early stage. Middle leaders play an important part in improving the quality of the provision across the school. They are enthusiastic, knowledgeable and skilled. They work with their teams to share good practice and they are both strategic in their planning and clear-sighted in their analysis of how effective their teams are. You and members of the senior leadership team support these colleagues effectively. You encourage middle leaders to work with other schools, with local colleges and with officers of the local authority. Because of this, middle leaders are increasingly confident that the judgements they make about the quality of teaching and its effect on learning are accurate. As a result, the quality of teaching is good and improving. Pupils feel safe at school. Relationships between adults and pupils and between pupils are cordial and open. This means that there is an atmosphere of mutual respect and care in the school. This has a very positive impact on learning and pupils’ progress. Pupils recognise and generally welcome the emphasis on good behaviour at the school. They are aware that good behaviour is the result of measured, consistent and carefully planned actions by you and your staff. These are rooted in a zero tolerance of unkind behaviour and a positive emphasis on mutual respect and care. This attitude was very evident in the classrooms inspectors visited. In these lessons, learning moved on swiftly because pupils, including those with special educational needs and/or disabilities (SEND), felt at ease and knew that their views and contributions would be taken seriously. Teachers encourage pupils to develop and deepen their learning, skills and understanding through deft and, often demanding, questioning. Pupils, including disadvantaged pupils, rise to this challenge. Pupils who, from time to time, find the Scalby standards of behaviour too testing are carefully supported. You have in place humane and very carefully monitored spaces for pupils who, for example, are returning to school after a fixed-term exclusion, are at risk of exclusion or are finding aspects of the school day challenging. When in this provision, they are very well supported by highly skilled staff. During the inspection I spoke with a number of these pupils and they were very complimentary about the kindness and understanding with which they were treated. They were also proud to talk of the skills they had developed. The support that the school offers to pupils with SEND is effective. It is well-led. Clear strategies to improve further the provision for this group of pupils are in place. These actions are beginning to ensure their success and independence as learners. You, your team and governors are aware that more still needs to be done to ensure that pupils with SEND make consistently strong progress as they grow in confidence and develop further their independence and resilience as learners. You have worked effectively and diligently to improve attendance at the school.

Scalby School Reviews

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