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:
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.
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.
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.
The leadership team has maintained the good quality of education in the school since the last inspection. You have built upon the strengths of the school by taking decisive action to ensure continuing improvement. A strong feature of your leadership, and that of your senior team, is your clear dedication to meeting the needs of all the school’s pupils. Information about pupils’ academic and personal development is used sensitively to identify those who need additional help and support and the interventions that suit them best. As a result, pupils are supported effectively and make good progress from their different starting points. You have worked persistently and with increasing success to strengthen leadership, particularly of subjects, in order to continue to improve teaching. You are supported by a capable senior team who share your vision and work well together to support its realisation. You provide strong and determined leadership, rightly aimed at ensuring highquality education for every pupil. Leaders and staff share a clear and accurate understanding of the school’s strengths and areas for further development. At the heart of the school’s noticeable ‘excellence for all’ vision is the relentless focus on providing an inclusive education for all pupils. Your determined vision of an inclusive school, with pupils being fully prepared for the next stage of their life after school, results in excellent pastoral care. Inspectors noted pupils’ exemplary behaviour during social times and around the school, showing how they manage their own behaviour very well, supported by attentive staff. Pupils are proud of their school. They are kind and respectful towards each other, leaders, staff and visitors. Pupils say they are happy and feel safe in school. They appreciate the wide range of extra-curricular activities and educational visits provided by the school, for example the school production, sports clubs and visits to universities. Leaders and governors responded promptly to take effective action in the areas identified for improvement at the last inspection. Consequently, pupils now find teachers’ feedback about their work more helpful in helping them make improvements. In the sixth form, you have strengthened leadership, ensuring a relentless focus on continuing improvement in teaching and students’ outcomes. This includes a keen focus on meeting the needs of individual students to ensure their strong achievement. You make sure that heads of department oversee the quality of teaching and pupils’ progress in their areas of responsibility to good effect. You and your senior team take effective action to support and challenge these leaders to continually improve their impact on pupils’ achievement. You know the strengths of leadership in the school well and where further improvement is needed. Consequently, you have identified concerns about the leadership of history and are taking appropriate action to improve pupils’ outcomes in this subject, including for disadvantaged pupils. While leaders’ effective action has led to rising levels of attendance, you recognise that there is room for further improvement, especially for disadvantaged pupils. In science, where there are clear signs of pupils’ stronger progress than in the past, you rightly plan to further embed the recently improved leadership of the subject. Safeguarding is effective. Governors and the leadership team have ensured that safeguarding arrangements are fit for purpose. Records are detailed and of high quality. All staff are trained regularly on how to keep children safe from abuse, sexual exploitation, radicalisation and extremism. School leaders are meticulous and relentless in their partnership with external agencies, including the local authority designated officer, to ensure that help is provided to pupils whose circumstances make them vulnerable. Pupils who spoke to inspectors felt safe and knew who they should approach in school if they had concerns. Pupils said that bullying is rare. There have been no fixed-term exclusions for two years and the numbers entering into the reflection room are reducing because of an effective behaviour policy. Training, including for governors, is up to date. All the required recruitment checks are carried out efficiently. However, there is a need to ensure that these systems are reliably maintained in line with any updated requirements. Inspection findings We agreed the key areas for focus during the inspection. These included: – the effectiveness of safeguarding – the quality of teaching and learning in science and history – students’ achievement in the sixth form – how well leaders are using pupil premium funding to support the progress of disadvantaged pupils – the quality of pupils’ behaviour, including pupils’ rates of attendance. Due to leaders’ persistent focus, attendance has improved and continues to rise, particularly for disadvantaged pupils and pupils who have special educational needs and/or disabilities with education, health and care plans. Leaders ensure robust tracking and analysis of pupils’ attendance, to identify where action is needed. The school effectively makes use of counsellors, family support workers and other agencies to develop constructive links with parents. This is demonstrated through the use of personal attendance plans for pupils whose attendance is below the national average, particularly in the Year 6 transition programme. However, leaders agree that attendance needs to improve even further, especially for disadvantaged pupils. School leaders have confirmed this as a priority within the school improvement plan. Since the previous inspection, leaders have continued to improve pupils’ behaviour at the school. The pastoral team introduced a ‘restorative justice’ approach to reduce repeated incidents of poor behaviour and, as a result, there have been no exclusions for two years. Leaders have ensured that new leadership and staffing in the science department is having a positive impact and that there is an improvement in the quality of teaching. The school’s current assessment information for science indicates improvements in pupils’ progress, with some disadvantaged pupils achieving the higher grades. However, leaders and governors recognise the need to further embed and extend the impact of refreshed leadership, building further on the evident early gains made. Leadership of history, however, is not as strong. Pupils’ outcomes in GCSE history are not as good as they should be, especially for disadvantaged pupils. Leaders have improved the management of the sixth form and use performance information effectively to support the drive forward for better outcomes. The increased use of formal assessments of students’ progress throughout the academic year supports leaders to target individualised plans for each student. The impact of leadership is evident in the current performance information which demonstrates improved outcomes from the dip in 2016. An increasing number of students are being accepted into Russell Group universities. Pupils make good progress from their starting points. Since the last inspection, GCSE A* to C examination results have improved year on year and students in the sixth form are making better progress. Leaders have high expectations of pupils’ learning and set challenging targets. The school’s own assessment information indicates that current pupils, including disadvantaged pupils, are making better progress across a range of subjects. However, middle-attaining disadvantaged pupils are not making the same progress as their peers, particularly in history.
2015 GCSE RESULTSImportant information for parents
Due to number of reforms to GSCE reporting introduced by the government in 2014, such as the exclusion of iGCSE examination results, the official school performance data may not accurately report a school’s full results. For more information, please see About and refer to the section, ‘Why does a school show 0% on its GSCE data dial? In many affected cases, the Average Point Score will also display LOW SCORE as points for iGCSEs and resits are not included.
Schools can upload their full GCSE results by registering for a School Noticeboard. All school results data will be verified.
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