This pupil heat map shows where pupils currently attending the school live.
The concentration of pupils shows likelihood of admission based on distance criteria
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:
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Responses taken from Ofsted Parent View
Our Open Mornings give prospective parents the opportunity to meet with the Headteacher and see inside the academy.
Omar Deria is an experienced leader with a proven track record of academic success. As the headteacher and deputy headteacher of schools in Newham, he transformed previously underachieving schools into among the top-performing academically in the country. He is a native East Londoner with a passion for social mobility.
Who/what inspired you to become a teacher?
My own experiences at school inspired me to become a teacher but not in the way you may expect. I did not have an entirely positive experience at school. It was a different time where professional standards were not as exacting as they are today. It was clear I was a child with potential, but like so many of my peers, it went unrecognised and unsupported in my school. I became a teacher to become the change I wanted to see in the world. I knew that teaching could be better. That children like me, and my friends deserved better. I am fortunate to work alongside leaders in the Community Schools Trust who share the same vision.
What achievement are you most proud of as Head?
My proudest moment as a headteacher came when I was asked to sit on a panel of education leaders to discuss how we can increase diversity in education leadership. It has always been my belief that an institution’s leadership should reflect the community it serves. The multi-academy trust I work for, The Community Schools Trust, bucks the trend when it comes to diversity in leadership. Over half of staff in senior leadership positions come from Black and Global Majority backgrounds. The UK average is around 10%. As a headteacher from a Black African background, I hope to set a strong example for my peers and the young people in our community. You can’t be what you can’t see, so by having people of colour in positions of prestige and authority, you are hopefully inspiring the next generation.
What does a successful school look like to you?
A successful school helps every child fulfil their potential. That means strong behaviour boundaries where children feel safe and supported in a welcoming, orderly learning environment. At the heart, it means excellent teaching. A great teacher leaves an indelible mark on a young person’s life. It also means a strong focus on academic attainment. In disadvantaged communities, the stakes are very high. If the school system fails a child, and they leave without strong GCSEs or A-Levels and slip through the cracks, the consequences are far more serious than in a middle-class area
What is the most important quality you want every child to have when they leave your school? And why?
Belief. As a teacher and a leader, I have worked in disadvantaged communities throughout my career. The children at these schools do not lack talent or ambition. The key component they are often missing compared to their more affluent peers is a belief they can succeed. At my previous school, we matched and often exceeded the schools in middle-class areas for exam results. The missing ingredient was the social skills and confidence to compete on a level playing field later in life when it comes to university applications and job interviews. We brought in an etiquette coach to help students feel more confident in unfamiliar formal situations to address this. We ran cultural capital classes; we encouraged them to read outside of their studies.
Please give 5 words to describe the ethos of your school.
Inclusive. Academic. Ambitious. Aspirational. Orderly.
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