Temple Moor High School
Catchment Area, Reviews and Key Information

Secondary
Post 16
PUPILS
1309
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, ONS
0113 222 4414

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?

Good
NATIONAL AVG. 2.09
Ofsted Inspection
(01/03/2023)
Full Report - All Reports
64%
NATIONAL AVG. 38%
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 15% of schools in England) Below Average (About 18% of schools in England) Average (About 35% of schools in England) Above Average (About 16% of schools in England) Well Above Average (About 16% of schools in England)

School Results Over Time

2019 2022 2023 2020 Covid-19 2021 Covid-19 UNLOCK

% of pupils who achieved 5+ GCSEs grade 9-4
2019 2022 2023 2020 Covid-19 2021 Covid-19 UNLOCK

% of pupils who achieved GCSE grade 5 or above in both English and maths
2019 2022 2023 2020 Covid-19 2021 Covid-19 UNLOCK

% of pupils who achieved 3 A levels at AAB or higher
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Field End Grove
Selby Road
Leeds
LS15 0PT
01133900770

School Description

The leadership team has restored the good quality of education in the school following a dip in performance after the last inspection. Both governors and the local authority identified this drop in standards two years ago and were swift to challenge the decline. Following your appointment as principal, you recognised that the quality of teaching and learning was not at the high level that you would expect. You and your staff have created a purposeful and challenging culture of learning among all pupils and you have dealt effectively with a very turbulent period of staffing changes, including at senior levels. Your personal passion for improvement in both academic standards and attendance has resulted in your pupils responding well to the new direction in which you are taking the school. You have made sure that senior and middle leaders, along with your governing body, share your enthusiasm for rapid improvement and your very high expectations of behaviour and success for all. Temple Moor High School’s support for spiritual, moral, social and cultural understanding is resulting in young people who are more confident in themselves and tolerant of others. As a result of your desire for rapid improvement, pupils are now making better progress than was the case previously. Published results for Temple Moor High School last year do not reflect the progress currently seen in the pupils’ work that my colleague and I observed during the inspection. Middle leaders state that the outcomes in 2016 occurred, in part, because they did not fully ‘own’ their roles. As a result, they did not always respond to the needs of pupils quickly enough. Not enough was done to tackle the poor achievement of some groups of pupils, such as middle-ability boys in English and disadvantaged pupils in English and mathematics. You have quickly tackled the poor attendance of these pupils so that, overall, it is now near to the national average, and you are not letting go of the drive to improve it further. You have diligently delegated responsibility to your middle and senior leaders and are now ensuring that they are accountable for their actions and the standards attained in their departments. Leaders confront and tackle underachievement in their subject areas well and they are empowered to carry out their duties with growing confidence. However, they all recognise that their drive to improve the progress that all pupils make cannot stop, and know clearly that there will always be more work to do to ensure that all groups of pupils succeed. This drive is already showing that disadvantaged pupils currently in school are now doing at least as well as others. The deputy principal in charge of teaching and learning has a very secure knowledge of the quality of staff’s teaching and is astute at delivering support where it is needed. The impact of improvements is more obvious in Years 7 and 8, where the new routines and foundations put in place are more securely embedded and pupils understand boundaries and the higher expectations you have of everyone. Pupils who come to Temple Moor High School are very positive about the changes you have brought about in a short period of time. They recognise the differences seen in lessons through the better behaviour of pupils and the increased challenges and higher expectations of them by their teachers. Pupils are happy and keen to do well. Persistent absence rates have reduced significantly in the last year, particularly for pupils who have special educational needs and/or disabilities or are disadvantaged. Your drive to improve pupils’ general literacy and numeracy skills is now enabling pupils to access other subjects with more confidence. The curriculum changes you have made have also ensured that all pupils can now access a more academic education should they choose to follow one; yet you have maintained choice for those who still want to follow a more vocational route. The few pupils who attend alternative provision to support them to return to mainstream education also now attend well and their progress and confidence are improving. In the sixth form, students reach standards in line with expectations. Retention rates from Year 12 to Year 13 are strong. You have a clear understanding of where students who leave after just one year of study go for further study or to enter employment. Support for students wanting to go on to higher education at university is also strong. The celebration of former students who go on to different universities helps the current sixth-form students to aspire to further academic success. Governors, with support from the local authority and yourself, have quickly strengthened their skills in challenging you and other leaders. Governors say that they appointed you in order to bring about rapid improvement. You have quickly responded to that challenge by leading a robust restructuring that has already resulted in the improved progress and attendance of pupils. One governor is identified as a training lead for other governors and is ensuring that they are supported to keep their skills and knowledge sharp, up to date and focused. This is further enhancing their ability to drive standards higher and hold leaders accountable. Most parents agree that things are improving, but some seem unsure as to the impact of your changes on the school. From the 57 responses by parents to Ofsted’s online questionnaire, Parent View, most were positive about your leadership and also supportive about the changes you have made so far. Parents are also positive about the quality of teaching. An overwhelming majority would recommend Temple Moor High School to others. However, not everyone is fully aware of what you are doing or why you are doing it. As a result, a very small number of parents do not have these same positive views. Safeguarding is effective. The leadership team ensures that all safeguarding requirements are met. You maintain detailed and secure records of any incidents, including bullying and racism, along with actions taken to address any issues, which are now less frequent. The school has a strong relationship with the local authority and other good schools nearby, and uses these links to gain good-quality care and support for pupils. Your own staff receive training to recognise and respond to safeguarding concerns, which include risks from radicalisation and the use of social media. The school has dealt swiftly and with vigour with any incidents of poor behaviour or language displayed by its pupils on social media. You have successfully supported pupils to understand how to use modern technologies appropriately. Inspection findings You have a team of senior leaders and middle leaders who know their roles extremely well and are fully accountable for the impact they have on improving standards within their areas of responsibility. The deputy principal in charge of teaching and learning has already made significant steps in improving the quality of teaching so that progress is becoming more rapid, particularly for disadvantaged pupils. All teachers now have embedded routines for identifying disadvantaged pupils or those who have special educational needs and/or disabilities. Teachers are becoming more skilled at targeting different approaches to maximise the progress these pupils make. This was securely evident in the Year 11 English class I observed with you. Scrutiny of work carried out by my colleague and myself during our observations in other classes demonstrates that disadvantaged pupils are now making progress that is at least as strong as their peers in class. Middle-ability boys’ progress in English is now similar to that made by other groups. Subject leaders have become enthused and empowered by your early challenge to them and by your model of accountability. They can confidently describe the progress being made by groups of pupils. For example, current assessment for Year 11 disadvantaged pupils shows that, in the last six months, standards have risen by more than half a full GCSE grade in many subjects, including English and mathematics. This has been further verified through moderation and standardisation by external providers. Progress information now demonstrates secure and strong progress for these pupils in the last year. Despite this, the gap in progress made by disadvantaged pupils compared with that of their peers nationally remains wide, but is closing. Leaders recognise that this is a clear focus for the school in the years ahead. The attendance of pupils currently in the school has improved this year as a result of your swift actions. There have been impressive reductions in the overall figure of persistent absence. For example, the rate of persistent absence for disadvantaged pupils has reduced by over 12% and for those who have special educational needs and/or disabilities it has reduced by 27%. Attendance is now close to the national average. Governors were quick to challenge leadership for the drop in standards and progress after the last inspection. As a result of the turbulence in staffing that followed, swift action was required to stabilise and regain an improvement in pupils’ attendance, behaviour and progress. This is being achieved through the enthusiasm and sense of urgency you have brought and by setting higher standards and raising expectations among staff and pupils. You have put in place firm foundations for pupils to gain the resilience and confidence to tackle the higher expectations you have of them. This was evident in the lessons that were visited during the inspection and from the books we sampled across the day. This strength was clearly more secure for pupils in Years 7 and 8 than it was for a few pupils in Years 10 and 11. Middle leaders recognise that there is more work to do to ensure that the engagement seen in lower year groups is fully replicated in other years. Fixed-term exclusions have risen slightly as a result of your high expectations for better behaviour from pupils. Pupils’ behaviour around school is generally good and they appear courteous to visitors, staff and their peers. This is as a direct result of the clear boundaries and high expectations you have put in place. Next steps for the school Leaders and those responsible for governance should ensure that: middle leaders accelerate the progress made among all groups of learners within their areas of responsibility, particularly disadvantaged pupils, so that achievement gaps narrow quickly they further embed and build upon the rapid improvements made by all groups of learners in their attendance, behaviour and progress they enhance communications with stakeholders, particularly parents, so that stakeholders are fully aware of the actions being taken to improve standards overall.

Temple Moor High School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>26, "agree"=>45, "disagree"=>16, "strongly_disagree"=>13, "dont_know"=>0} UNLOCK Figures based on 111 responses up to 20-03-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>28, "agree"=>50, "disagree"=>13, "strongly_disagree"=>7, "dont_know"=>3} UNLOCK Figures based on 111 responses up to 20-03-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>16, "agree"=>43, "disagree"=>23, "strongly_disagree"=>10, "dont_know"=>7} UNLOCK Figures based on 111 responses up to 20-03-2023
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>58, "strongly_agree"=>6, "agree"=>14, "disagree"=>11, "strongly_disagree"=>5, "dont_know"=>7} UNLOCK Figures based on 111 responses up to 20-03-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>13, "agree"=>44, "disagree"=>25, "strongly_disagree"=>14, "dont_know"=>4} UNLOCK Figures based on 111 responses up to 20-03-2023
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>15, "strongly_agree"=>27, "agree"=>24, "disagree"=>20, "strongly_disagree"=>13, "dont_know"=>1} UNLOCK Figures based on 111 responses up to 20-03-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>35, "agree"=>19, "disagree"=>19, "strongly_disagree"=>27, "dont_know"=>0} UNLOCK Figures based on 26 responses up to 20-03-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>30, "agree"=>45, "disagree"=>8, "strongly_disagree"=>9, "dont_know"=>8} UNLOCK Figures based on 111 responses up to 20-03-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>30, "agree"=>41, "disagree"=>18, "strongly_disagree"=>10, "dont_know"=>2} UNLOCK Figures based on 111 responses up to 20-03-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>26, "agree"=>43, "disagree"=>19, "strongly_disagree"=>9, "dont_know"=>3} UNLOCK Figures based on 111 responses up to 20-03-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>44, "agree"=>44, "disagree"=>6, "strongly_disagree"=>3, "dont_know"=>3} UNLOCK Figures based on 111 responses up to 20-03-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>38, "agree"=>46, "disagree"=>10, "strongly_disagree"=>4, "dont_know"=>3} UNLOCK Figures based on 111 responses up to 20-03-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>26, "agree"=>32, "disagree"=>19, "strongly_disagree"=>11, "dont_know"=>13} UNLOCK Figures based on 111 responses up to 20-03-2023
Yes No {"yes"=>63, "no"=>37} UNLOCK Figures based on 111 responses up to 20-03-2023

Responses taken from Ofsted Parent View

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