Southfields Academy
Catchment Area, Reviews and Key Information

Secondary
Post 16
PUPILS
1312
AGES
11 - 18
GENDER
Mixed
TYPE
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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
0208871 7316

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
(17/10/17)
Full Report - All Reports
56%
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

333 Merton Road
Wandsworth
London
SW18 5JU
020 88752600

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You and your leadership team have ensured that all pupils, whatever their background, leave the school with a secure future. You are committed to meeting the diverse needs of your pupils. For example, the ‘international group’, which caters for pupils arriving from abroad, draws pupils from a wide area. This group enriches the cultural life of the school, for instance through your well-attended international evening. The same ethos is evident in your flourishing sixth form. It is a considerable achievement by your leaders that 90% of your Year 11 pupils stay on into the sixth form. Inspectors found that since the last inspection, teachers are using feedback effectively to challenge and guide pupils in their learning. Your leadership team carefully checks that every pupil is making the progress they should. The wellconsidered training you provide for teachers gives them more confidence to plan effectively for all pupils. Your leadership has secured an orderly and welcoming school. Inspectors observed high standards of behaviour in lessons and around the school. One pupil, new to the school, said, ’The school is helpful and has made it really easy for me to settle in and make new friends.’ You and your leadership team are well supported by a team of trustees. They strongly support the ethos of the school, visit regularly and ask appropriately challenging questions of your actions. Safeguarding is effective. Leaders have ensured that a strong culture of safeguarding is embedded in the school. Systems are fit for purpose and records are detailed and of high quality. The single central record of staff recruitment checks is comprehensive and up to date. All staff are trained to a high level and receive regular safeguarding updates, including ‘Prevent’ duty. Staff are vigilant about checking for signs that pupils may be at risk, both in school and in the wider community. Senior staff have ensured that concerns about pupils, including those arriving alone from abroad, are followed up meticulously with a large range of external agencies and groups. One of your senior leaders chairs the local police strategy group. This helps to keep staff well informed about community issues. Your leaders have created a culture of mutual respect among pupils. Pupils told inspectors that they felt very safe and knew whom to approach if they had a concern. They said that rare instances of bullying, including cyber bullying, were effectively and quickly dealt with by the school. You and your leaders have taken effective action to improve the attendance of disadvantaged pupils. Latest figures provided by the school show some impact. However, the attendance of disadvantaged pupils who are persistently absent is still higher than national rates. Inspection findings We first looked to see what effect the wide-ranging number of courses available at key stages 4 and 5 had on pupils’ outcomes. You have successfully developed pathways which lead to a range of appropriate destinations, including Russell Group universities and apprenticeships. Virtually all pupils find worthwhile destinations in either continuing education, apprenticeships or employment. This year’s progress information shows that your pupils are achieving above national average rates at GCSE. 2016 results show that they are also making aboveaverage progress in A-level and other post-16 courses. Your leaders continually review the courses on offer to make sure that they are fit for purpose. Pupils have benefited considerably from your innovative curriculum. We then agreed to investigate how successfully the school provides for the welfare and progress of pupils arriving from abroad. You accept large numbers of pupils into the school during Years 10 and 11 throughout the year. By creating a separate group, you have been able to offer a range of courses carefully tailored to meet their needs, without disrupting the progress of other pupils. Inspectors were impressed by pupils’ positive attitudes to learning and their growing confidence. The acquisition of subject-specific vocabulary together with effective pastoral care is given a high priority and ensures that pupils achieve extremely well. We then agreed to find out how consistent the quality of teaching is across the school. The 2016 results showed that pupils were not achieving as well in modern foreign languages and English as they were in other subjects. You have acted quickly to make staffing changes in these areas. Leaders regularly visit classrooms to monitor the quality of teaching and provide teachers with helpful advice to improve their teaching. Inspectors found that pupils were actively engaged in their learning and enjoying the activities on offer. Results in both subjects have improved following your decisive actions, which have been replicated across the school so that teaching is consistently strong. Finally, we checked to see how far the most able pupils were being challenged in lessons. The 2016 results showed that this group were not progressing as well as other groups in the school. Progress of the most able was also an area for improvement at the last inspection. In many lessons teachers used a range of techniques to challenge most-able pupils to deepen their knowledge and understanding. In a few lessons challenge was not so evident. According to your information, the most able pupils in Year 11 made better progress this year. However, the rate of progress is still not as rapid as for the cohort as a whole. Your work to increase levels of challenge in teaching for the most able is showing some impact but is not yet fully established. Next steps for the school Leaders and those responsible for governance should ensure that: disadvantaged pupils who are persistently absent attend more regularly the most able pupils make substantial progress. I am copying this letter to the chair of trustees, the regional schools commissioner and the director of children’s services for Wandsworth. This letter will be published on the Ofsted website. Yours sincerely James Whiting Ofsted Inspector Information about the inspection My colleague and I met with you both and a deputy head to agree the areas we would look at. We met with other senior and middle leaders, pupils, and trustees during the day. We visited several lessons and scrutinised the work of pupils. We also inspected a range of school documentation.

Southfields Academy Parent Reviews



Average Parent Rating

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“Fantastic school - especially the IT department”

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"> Excellent teaching, especially in the IT department. Our son is now studying computer science at university and that was down to the time the teachers spent with him.
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Strongly Agree 35% Agree 41% Disagree 6% Strongly Disagree 18% Don't Know 0% {"strongly_agree"=>35, "agree"=>41, "disagree"=>6, "strongly_disagree"=>18, "dont_know"=>0} Figures based on 17 responses up to 18-10-2017
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Figures based on 17 responses up to 18-10-2017

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Figures based on 17 responses up to 18-10-2017

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Figures based on 17 responses up to 18-10-2017

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Figures based on 17 responses up to 18-10-2017

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Figures based on 17 responses up to 18-10-2017

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Figures based on 17 responses up to 18-10-2017

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Figures based on 17 responses up to 18-10-2017

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Figures based on 17 responses up to 18-10-2017

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Figures based on 17 responses up to 18-10-2017

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Figures based on 17 responses up to 18-10-2017

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Figures based on 17 responses up to 18-10-2017

Responses taken from Ofsted Parent View

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News, Photos and Open Days from Southfields Academy

Last update: 02 May 2019
EVERY DAY IS OPEN DAY AT SOUTHFIELDS ACADEMY

At Southfields we aim to create a culture of tolerance and respect for others, where students and staff work together to improve. Our vision is to develop a provision that will secure the best life chances for our students once they leave Southfields Academy. This environment must inspire each individual in the community to be the very best that they can be. At Southfields we have the highest expectations of achievement and behaviour and offer a nurturing and supportive environment where we celebrate difference and ensure that everyone meets their full potential. We value every individual and commit to ensuring everyone feels supported and listened to.

We offer the highest quality educational experience, aiming to inspire a generation of lifelong learners, who take pride in their achievements and take ownership of their learning. We believe creativity and imagination are the key to developing future passions and talents. We have a positive, “can do” attitude, believing that the sky is our limit, and we will think creatively and innovatively to meet the needs of our learners and our community.

A successful Southfields student will be one that understands the world we live in and is curious and keen to develop further by learning from others around them. This student will leave Southfields ready for their next stage in education or employment, equipped to learn and to grow.