Springwest Academy
Catchment Area, Reviews and Key Information

Post 16
11 - 18
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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
020 8583 2721

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

Browells Lane
TW13 7EF

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. Pupils’ outcomes at GCSE show progress in the core subjects of English and mathematics, and in languages and humanities subjects. Persistent absence has seen a significant reduction. The focus on ‘the Springwest learner’, together with more established strategies, such as the compulsory preparation sessions at the end of the day, mean that you have made it clear what you expect of the pupils and that you will support them to achieve their best. On the day of the inspection, pupils behaved well, they were welcoming and spoke openly to inspectors. Staff are supportive of your vision and clear about their purpose in serving the children of the community. The vast majority of parents and carers who responded to the Ofsted survey said that they would recommend the school. The local governing body and trust board provide effective support and challenge to the school. You and your leaders evaluate the school’s strengths and areas for development well. You rightly acknowledge that the improvements to teaching and pupils’ progress in some subjects must now be reflected in other areas, particularly in key stage 4. Safeguarding is effective. Safeguarding policies and procedures are robust. Staff have received training and are knowledgeable about what to do if they have concerns about a child. Records showed that professionals in and outside the school work together effectively to support vulnerable pupils. Pupils said that they feel safe in school and had good information through their ‘red days’ about, for example, protecting themselves against unsafe internet use and when travelling to and from school. Inspection findings At the start of the inspection, three areas of focus were agreed. The first of these was the improvement of key stage 4 results in mathematics. This was because pupils’ progress in mathematics at the school has been very high in the past two years. Strategies to develop numeracy skills and to improve the teaching and learning in mathematics have been prioritised and driven by school leaders since the last inspection. The department has strong and stable staffing and a clear vision about how to teach pupils in order for them all to make progress. Staff in the department focus on pupils’ stage of learning, rather than their age. The second area of focus for the inspection was the curriculum. This was because pupils’ progress in some subjects has been noticeably lower than in others. Inspectors looked at examination results and current assessment information, spoke to leaders responsible for the curriculum and progress, and visited twelve lessons. Leaders have already identified the areas where the curriculum did not serve the whole-school community well and introduced a greater variety of courses and subjects at key stage 4 in response to that. Pupils are enjoying the breadth that this has created and spoke positively about their learning in the optional subjects. In addition, you have identified a number of areas for the development of teaching, including your ‘teaching high’ priority area. We saw examples of teachers asking pupils sophisticated and challenging questions in classes and it was evident, for example in Spanish books, that it is already having an impact in some subject areas. You acknowledge the need to share this good practice within the school more widely so that pupils’ progress in all subjects is equally strong. The third area of focus was the number of pupils who leave the school without being in secure education, employment or training. This was because the published information for destinations in 2015 indicated that the proportion of pupils not in education, employment or training was above average. Leaders and governors have a good understanding of the challenges pupils face. You have identified parental engagement as a development priority and have built a substantial raft of support in school to ensure that pupils are choosing appropriate post-16 courses which are suited to their aspirations and likely examination outcomes. The school’s figure for the 2016 leavers indicates that the proportion not in education, employment or training has decreased. This improvement, and the pastoral support you have put in place, indicate that you are taking effective action to improve this aspect of the school’s work.

Springwest Academy Reviews

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