The Community College, Bishop's Castle
Catchment Area, Reviews and Key Information

Secondary
School Guide Rating
Not Rated


Brampton Road
Bishops Castle
SY9 5AY
01588638257
Pupils
472
Ages
11 - 16
Gender
Mixed
Type
Foundation school
4 1 1 2 3 4
NATIONAL AVG. 2.08
Ofsted Inspection
(5/6/18)
Full Report - All Reports
71%
NATIONAL AVG. 60%
5+ GCSEs grade 9-4 (standard pass or above) including English and maths
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School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You and your deputy provide strong and effective leadership and have built a committed staff team. You are all determined to create a positive learning culture. The chair and vice-chair of governors say that you and your staff ensure that the school is at the heart of the local community. Governors wholeheartedly support your leadership of this small, rural secondary school, which is growing in popularity with parents. Due to your leadership and innovative curriculum offer, pupils choose to attend this school, not just from local villages but also from Wales. In some year groups, almost one third of pupils travel from Powys to attend your school. This is because of its good reputation for achievement and inclusion. Staff told us that you care passionately about the well-being of pupils, who are polite, considerate and cooperative. They are also articulate, keen and able to apply themselves to learning for sustained periods of time. As a result, they deepen their knowledge and understanding. Pupils display positive attitudes to school because of the positive working relationships provided by your staff. Parents appreciate the care and support you and your staff give to their children. One parent said, ‘I am very pleased with the choice of school for my child.’ Another simply wrote, ‘Great school’. Pupils are equally appreciative of the pastoral support offered to them when they need it and say they feel safe. They are confident to approach staff and confirmed that the school promotes respect for all. All of your colleagues who completed the staff survey said the school was well led and managed. At the last inspection, you were asked to improve the quality of teaching so that pupils made accelerated progress. You have done this by ensuring that teachers ask challenging questions, push pupils to think and work hard, and share best practice. Governors understand that improvements have been made because of your leadership. Nonetheless, you and your governors recognise that two areas need continued attention. First, although teaching is now more effective, some inconsistencies remain. As a result, some pupils do not make the progress they are capable of. Second, you make appropriate use of additional funding for disadvantaged pupils and offer a wide range of opportunities to help pupils catch up. However, there is no evidence that leaders have evaluated the impact of their actions on pupils’ outcomes. As a result, you are not able to show which initiatives are effective and which are not. Safeguarding is effective. A strong culture of safeguarding exists. Staff, pupils and parents agree that school is a safe place. Pupils told us that your staff deal promptly with rare occurrences of bullying. The leadership team has ensured that all safeguarding arrangements are fit for purpose. The local authority provides an annual audit of the school’s safeguarding practice and you act swiftly to address any issues identified within the report. School staff receive appropriate safeguarding training and the school’s safeguarding team provides staff with regular updates. School staff know how to raise and report any concerns they might have. You and your senior staff understand, and follow carefully, procedures for recruiting staff to the school. You keep accurate records and ensure that information is shared when needed. Inspection findings We looked at improvements made within the quality of teaching. You have correctly identified that boys, disadvantaged pupils and the most able pupils were underperforming. As a result, you set clear actions to improve these pupils’ performance and highlight these in the school’s strategic development plan. You have provided staff with training to help develop their teaching skills. You have shared with staff your understanding of what good teaching looks like. Staff now regularly observe good practice within school and in other schools. Consequently, teaching is now more effective and leaders are better equipped to monitor improvements. Furthermore, you have been able to provide informed reports to governors that show boys and disadvantaged pupils are doing better than they used to. We saw how you used milestones in your planning to measure pupils’ progress and agree with you that most pupils now make good progress.

The Community College, Bishop's Castle Catchment Area Map

This pupil heat map shows where pupils currently attending the school live.

Enter a postcode to see where you live on the map
heatmap example
Source:
All attending pupils
National School Census Data 2020
ONS
Pupil heat map key

How many pupils attending the school live in the area?

Many
Some
Few



The concentration of pupils shows likelihood of admission based on distance criteria

0345 678 9008

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.

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