The Axholme Academy
Catchment Area, Reviews and Key Information

Secondary
PUPILS
556
AGES
11 - 16
GENDER
Mixed
TYPE
Academy converter
SCHOOL GUIDE RATING
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
01724 297133 , 01724 297134

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
NATIONAL AVG. 2.08
Ofsted Inspection
(5/7/17)
Full Report - All Reports
66%
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)

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

Wharf Road
Crowle
DN17 4HU
01724710368

School Description

You and your leadership team have maintained the good quality of education in the school since the previous inspection. Leaders and governors are ambitious for the school and want the best for all pupils. You, your governors and senior leaders have embraced opportunities to work with external partners and have commissioned a number of external reviews, for example on attendance, improving outcomes for disadvantaged pupils and safeguarding. Through this approach, you share best practice and act on the review findings, which is ensuring that your school continues to develop and grow. You have successfully created a culture in which your pupils want to succeed. They have high aspirations for their future and you and your staff ably support them to realise their goals. In the previous inspection, you were asked to develop the quality of teaching and learning further and to focus on the progress of boys. Leaders ensure that there are many opportunities for professional development that are personalised to the needs of your staff. Leaders make regular checks on the quality of teaching through a clear and well-thought-out system of accountability. Performance management is led effectively and teachers know what they need to do to meet their targets, which leaders link to the progress pupils make. As a result, teaching is improving, but leaders recognise the need for greater consistency across the curriculum and across both key stage 3 and key stage 4. Boys’ progress has improved over time, but when compared to girls, in English, boys do not perform as well. Leaders are taking action to improve this and are confident that boys are performing better this year.

The Axholme Academy Reviews


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