Stockport Academy
Catchment Area, Reviews and Key Information

11 - 16
Academy sponsor led
Not Rated

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

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
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

Heathbank Road
Cheadle Heath

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. Since your appointment in 2016, you have brought together a strong leadership team. Leaders share your vision to improve pupils’ aspirations so that pupils strive to be the best. You and your leaders have successfully challenged teachers to raise their expectations of pupils. You create many opportunities for pupils to develop their leadership skills. This gives pupils a sense of achievement as well as improving their self-esteem and confidence. For example, ‘sports leaders’ recently organised a successful celebrity football match. This helped to raise money for a local charity. You ensure that standards are high. Pupils make good progress at key stage 4. However, recently, the progress of disadvantaged pupils has fallen and is now slightly below the progress of other pupils nationally. Leaders’ assessment information shows that current pupils, including disadvantaged pupils, make good progress. Relationships between pupils and teachers are typically strong and pupils trust teachers to help them to improve their work. For example, Year 11 pupils told inspectors that the extra support that teachers provide helps them to prepare for their GCSE examinations. At the last inspection, inspectors asked you to improve pupils’ progress by ensuring that teachers used assessment information to target learning towards those areas where pupils are having difficulty. You have improved the systems to monitor pupils’ progress. This allows teachers to identify easily those areas where individual pupils need help. The changes you have made to the curriculum gives teachers time to work with pupils to help them to improve their learning in these identified areas. As a result, pupils’ progress is improving across all year groups. Inspectors had also asked you to improve literacy and numeracy across the curriculum. You ensure that teachers receive training to develop pupils’ literacy skills across all subjects. For example, teachers provide pupils with a list of key vocabulary to help pupils to understand the meaning of subject-specific words. Teachers particularly focus on words such as ‘evaluate’, which can have different meanings in different subjects. Work in pupils’ books shows that this is improving the quality of their explanations. For example, in geography, pupils used the technical words relating to erosion to great effect in their descriptions of how waterfalls, gorges and oxbow lakes are formed. Pupils’ progress in mathematics has improved since the last inspection. You have appointed a new curriculum leader for mathematics and supported teachers in improving their teaching. Opportunities for pupils to develop numeracy skills in subjects other than mathematics have not been developed as well as for literacy. However, when given the opportunity, pupils are able to apply their mathematical skills in other lessons. In recent years, you have introduced an extensive reading programme for pupils in Years 7, 8 and 9. This is encouraging pupils to read regularly in school and at home. Pupils who join the school with reading skills below age-related expectations receive lots of support. Last year, all the pupils that received this additional support made good progress in their reading skills. Parents and carers are happy with the school and feel that their children are safe and well looked after. Parents report that pupils are well behaved, and that any bullying is dealt with effectively. Parents consider the school to be well led and they feel well informed about their children’s progress. Staff are proud to be part of the school community. They think that the school has improved since the last inspection. They are highly motivated because they feel valued. Staff appreciate the professional development opportunities available to them, both in school and across the trust. Staff explained to inspectors how leaders support them to manage behaviour effectively. Governance is strong. The trust works closely with the local governing body to stringently hold you to account. A representative from the trust visits the school regularly and reports of his visit are sent to the governing body. The trust supports the members of the governing body in their role, and governors benefit from regular training. Governors are knowledgeable and understand the strengths and weaknesses of the school. As a result, they challenge you appropriately and work with you to drive improvement.

Stockport Academy Reviews

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