Shenley Brook End School
Catchment Area, Reviews and Key Information

Secondary
Post 16
PUPILS
1836
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
01908 691691

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
(25/9/18)
Full Report - All Reports
68%
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

Walbank Grove
Shenley Brook End
Milton Keynes
MK5 7ZT
01908520264

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You have been in post since 1 September 2018. However, your previous position as deputy headteacher in the school has furnished you with a wide knowledge and understanding of the school’s context. Consequently, you know your school very well and your determination to provide the best standard of education for each pupil is clear. You are well supported in this by the chief executive officer of the recently formed 5 Dimensions multi-academy trust, of which your school is a part, by your leadership team, your staff and by an experienced governing body. You have accurately identified areas of recent underperformance and have taken, and continue to take, appropriate actions to bring about improvements. You promote a model of leadership throughout the school which is underpinned by your philosophy of a ‘school of leaders’. Leaders at different levels have been given autonomy to make choices to meet the best interests of the pupils. Leaders have welcomed this opportunity and have responded positively. For example, in the selection of the most appropriate exam courses and assessment practice. You and your staff effectively promote the school’s core values through a framework of ‘Attitudes, Skills and Knowledge’. You set high levels of expectation and aspiration, to which pupils respond well. The learning environment is calm and well ordered, offering a range of facilities for the pupils, which they use to good effect. Pupils’ behaviour is good, both in the classrooms and other areas. Pupils wear the school uniform with pride. Parents are strongly positive in their views of the school. One parent commented, ‘There is a genuine care by the staff for the children.’ Another said, ‘I am very pleased with the leadership and ethos of the school.’ You and your staff provide a range of extra-curricular opportunities for the pupils, which they value highly. These include sports, performing arts and The Duke of Edinburgh Award activities. All of these contribute to the positive culture within the school. At the school’s last inspection, inspectors noted many strengths. They also challenged school leaders to improve the level of challenge in science and humanities, and to ensure that teachers’ marking and feedback was of a consistently high standard. In addition, leaders were charged with increasing the proportion of sixth-form students gaining at least a grade C when they retake mathematics GCSE. Most of these points for improvement have been met fully. However, improvements secured in science at key stage 4 and geography in key stages 4 and 5 remain a priority, as they have been too slow to take effect. Safeguarding is effective. A positive culture of safeguarding runs throughout the school that ensures that pupils are safe and secure. This is well supported by robust systems and procedures that meet statutory requirements and are fit for purpose. Pupils say that they feel very safe in the school, and their parents strongly agree. One pupil commented, ‘There is trust in the relationships between teachers and students.’ Your designated safeguarding lead is effectively supported by a deputy and other trained staff. Recruitment procedures are thorough because leaders and governors have been appropriately trained in safer recruitment. Safeguarding training for staff is both comprehensive and regular. Staff who join the school mid-year receive appropriate safeguarding training as part of their induction programme. In addition, leaders provide regular training relating to any changes to safeguarding practices as required, including child protection. Consequently, your staff are aware of the signs to look out for that may indicate a pupil is at risk of harm, and they know what action to take when necessary to support vulnerable pupils. Inspection findings We discussed your evaluation of the school’s effectiveness and agreed the key areas we would focus on during the inspection. These included: the extent to which leaders have improved the quality of teaching and learning to bring about improvements in progress and outcomes in science, languages and humanities, including those of disadvantaged pupils how successful leaders have been in sustaining the improving levels of attendance and reducing the incidence of persistent absence and fixed-term exclusions the extent to which leaders have maintained and improved outcomes in the sixth form. Pupils’ attainment and progress at the end of key stage 4 in recent years have been strong, with overall progress in 2017 well above the national average. Information from leaders indicate pupils attained similarly well this year. In 2017, the overall progress of disadvantaged pupils in the school matched that of other pupils with similar starting points nationally. Information provided by the school for 2018 indicates a similar position. You have recently established an inclusion centre in the school to provide support for those pupils deemed to be at higher risk of exclusion. This is having a beneficial effect for those pupils. One pupil commented that he was very appreciative of the support provided in the centre and that his behaviour and attendance had improved. The proportion of students who retake and achieve a grade C in mathematics GCSE has increased since the last inspection. This has been achieved by providing targeted intervention and support to enable these students to improve their grades. Outcomes in the sixth form remain very positive, with strong improvements made in performances at A level in a range of subjects in the last year. Leaders have set high levels of expectation, to which students have responded very well. Most students achieved or exceeded A level target grades in a range of subjects, although performance in geography were comparatively weak. Inspectors found that pupils have made comparatively slower progress in languages, science and geography in recent years. Inspection evidence from work scrutiny, learning walks and discussions with pupils indicated that outcomes in languages and geography are improving slowly. The rate of improvement in science is faster. However, all three areas remain as priorities for continued and sustained improvement. Attendance overall in the last academic year showed a slight decline compared to the strong levels of attendance in the previous year. The levels of persistent absence followed a similar pattern. Leaders have identified the reasons for this decline and are taking effective action to secure sustainable improvements. Next steps for the school Leaders and those responsible for governance should ensure that: actions taken to improve levels of attendance produce the required impact the quality of teaching in science and geography mirrors best practice elsewhere within the school so that pupils’ outcomes in these subjects compare equally favourably with those they achieve in other curriculum areas.

Shenley Brook End School Parent Reviews



Average Parent Rating

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“Poor discipline”

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"> Academically fine but as the poster of the thread above says, the discipline is poor and children get away with very bad behaviour and peer on peer bullying is rampant. In my experience, the school downplays bullying .
“Shenley Brook End School”

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"> Brilliant school. This school just got a new food company and the food is now amazing. Teachers are very friendly and Break and Lunch times are generous (20 and 50 minutes respectively).
“Staff afraid to issue real discipline - students run the school.”

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"> In academic term, I think the school is amazing. In terms of discipline and control, I think the school is massively failing. The children appear to run the school. Discipline is met with a point system which when accrued, results in moving classes. It's 'cool' to have the most points and so the children now compete to see who can get the most behavioural points (they knowingly make a mockery of the schools discipline and staff turn a blind eye). In my opinion, the school really needs to start addressing the behaviour of students.
unlock % Parents Recommend This School
Strongly Agree 62% Agree 34% Disagree 2% Strongly Disagree 0% Don't Know 1% {"strongly_agree"=>62, "agree"=>34, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>1} Figures based on 87 responses up to 24-06-2019
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Figures based on 87 responses up to 24-06-2019

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Figures based on 87 responses up to 24-06-2019

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Figures based on 87 responses up to 24-06-2019

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Figures based on 87 responses up to 24-06-2019

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Figures based on 87 responses up to 24-06-2019

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Figures based on 87 responses up to 24-06-2019

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Figures based on 87 responses up to 24-06-2019

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Figures based on 87 responses up to 24-06-2019

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Figures based on 87 responses up to 24-06-2019

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Figures based on 87 responses up to 24-06-2019

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Figures based on 87 responses up to 24-06-2019

Responses taken from Ofsted Parent View

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