The Hayesbrook School
Catchment Area, Reviews and Key Information

Secondary
Post 16
PUPILS
444
AGES
11 - 18
GENDER
Boys
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 2021, ONS
03000 41 21 21

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?

4 1 1 2 3 4
NATIONAL AVG. 2.08
Ofsted Inspection
(17/1/17)
Full Report - All Reports
41%
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) UNLOCK Well Below Average (About 5% of schools in England) Below Average (About 25% of schools in England) Average (About 48% of schools in England) Above Average (About 17% of schools in England) Well Above Average (About 5% 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

Brook Street
Tonbridge
TN9 2PH
01732500600

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. Officers of the trust and governors acknowledge that there was insufficient progress made by disadvantaged pupils following the previous inspection. They have recently acted decisively to appoint you and the subsequent leadership team. You, ably supported by leaders, have taken appropriate action and have the capacity to improve outcomes for all pupils and especially the disadvantaged. Nevertheless, the effect of these actions is not fully evident. Your current plans demonstrate your desire for the school to achieve better results, and initiatives are beginning to have an impact. You have worked hard and successfully to eradicate weaker teaching and to strengthen leadership. As a result, curriculum leaders are progressively more able to provide challenge and support to teachers through lesson observations and through scrutiny of pupils’ work. This increasing capacity has enhanced the school’s accurate and effective quality assurance systems. You have challenged areas of underperformance and worked proactively with your staff to identify pupils that could do better. The early impact of your leadership is evident in the improvements in the progress and outcomes for pupils currently in the school. After the previous inspection, the school was asked to raise students’ achievement further, especially in the sixth form, by increasing the proportion of outstanding teaching. Additionally, the school was asked to make better use of available information on students’ achievement to robustly identify, rigorously evaluate and quickly act upon trends in attainment and progress of pupils. Staff are now clearly tracking pupils’ progress and identifying the specific learning needs of some pupils, and those pupils who need to catch up. The achievement of all groups of pupils, including those who are disadvantaged, is increasingly analysed, with clear and accurate targeting of those pupils from groups who may have historically underachieved. The Hayesbrook School is a calm and orderly place to learn. Relationships between adults and pupils are warm and caring. Pupils are focused in lessons and are able to share their targets and talk about their learning. School information about exclusions indicates that behaviour is improving. Safeguarding is effective. Leaders and governors have ensured that the school’s arrangements for safeguarding and keeping pupils safe are thorough. Leaders ensure that statutory policies are fit for purpose and that all staff adhere consistently to school procedures for keeping pupils safe. Pupils who spoke to inspectors felt safe and knew who they should approach in school if they had concerns. Pupils said that bullying is rare. Training, including for governors, is up to date. Currently, pupils’ attendance is above the national average. Inspection findings Meetings to monitor pupils’ progress have enabled more targeted and meaningful interventions to be put in place to improve underperformance. Pupil premium funding is used effectively to ensure that all pupils are supported with necessary educational resources and are fully included in extra-curricular activities. Overall, the progress of disadvantaged pupils, though improving, is not as good as that of other pupils nationally from the same starting points. Officers of the trust and governors have responded appropriately to the initially slow rate of progress against some of the areas in the previous inspection report. Driven by your arrival, evidence shows that useful steps are beginning to have a positive impact, particularly for key stage 3 pupils. The training you have provided for school leaders is resulting in greater consistency across the whole curriculum. Since your arrival, curriculum leaders understand better the performance and underperformance of pupils. School leaders acknowledge that some inconsistency across the curriculum remains. However, the work of current pupils, including the most able disadvantaged pupils, shows an accelerated rate of progress. A whole-school focus on improving reading has raised the profile of reading throughout the school for staff, pupils and parents. Improving the outcomes in the sixth form has been a priority of school leaders and students’ performance has improved in 2016. School leaders have a clear and accurate understanding of the current position of the sixth form. You have adjusted the curriculum to better meet the starting points of the students, and leaders have used recognised, successful school strategies to improve results. Attendance overall has improved, as a result of increased rigour and systems and procedures for monitoring during this academic year. Although attendance of key groups is improving, and is moving towards the national average, it is still too low, particularly for disadvantaged pupils and pupils who have special educational needs and/or disabilities. Next steps for the school Leaders and those responsible for governance should ensure that: they embed the steps taken to improve the outcomes for disadvantaged pupils and check their effectiveness carefully they improve the attendance of disadvantaged pupils and those who have special educational needs and/or disabilities. I am copying this letter to the chair of the governing body, the regional schools commissioner and the director of children’s services for Kent. This letter will be published on the Ofsted website. Yours sincerely Gerard Strong Ofsted Inspector Information about the inspection Inspectors met with school leaders, other staff, governors and pupils. They visited classrooms with senior leaders, talking to pupils and assessing their work. They also observed pupils’ behaviour in and out of the classroom. Inspectors scrutinised a wide range of school documentation, including leaders’ self-evaluation of the school’s performance, development planning, the school’s policies and procedures, and attendance and behaviour-tracking information. Inspectors also considered the views of 113 parents who responded to Parent View, Ofsted’s online survey. Inspectors also took account of the 31 responses made by staff to the voluntary staff survey.

The Hayesbrook School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree 81% Agree 19% Disagree 0% Strongly Disagree 0% Don't Know 0% {"strongly_agree"=>81, "agree"=>19, "disagree"=>0, "strongly_disagree"=>0, "dont_know"=>0} Figures based on 42 responses up to 31-01-2022
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Figures based on 42 responses up to 31-01-2022

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Figures based on 42 responses up to 31-01-2022

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Figures based on 42 responses up to 31-01-2022

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Figures based on 42 responses up to 31-01-2022

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Figures based on 42 responses up to 31-01-2022

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Figures based on 10 responses up to 31-01-2022

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Figures based on 42 responses up to 31-01-2022

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Figures based on 42 responses up to 31-01-2022

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Figures based on 42 responses up to 31-01-2022

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Figures based on 42 responses up to 31-01-2022

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Figures based on 42 responses up to 31-01-2022

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Figures based on 42 responses up to 31-01-2022

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Figures based on 42 responses up to 31-01-2022

Responses taken from Ofsted Parent View

Your rating:
Review guidelines
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  • Don't go in to detail about specific staff or pupils. Individual complaints should be directed to the school.
  • Do go to the relevant authority is you have concerns about a serious issue such as bullying, drug abuse or bad management.
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