The Radcliffe School
Catchment Area, Reviews and Key Information

Post 16
11 - 19
Foundation school

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
01908 691691

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
Ofsted Inspection
Full Report - All Reports
5+ GCSEs grade 9-4 (standard pass or above) including English and maths

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Per month

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
2017 2018 2019 UNLOCK

% of pupils who achieved 3 A levels at AAB or higher

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

Aylesbury Street West
Milton Keynes
MK12 5BT

School Description

The Radcliffe School is a caring community that values pupils, families and staff. Parents and carers are positive about the strong leadership and improvements they have seen in recent years. Staff are determined that all pupils will achieve and behave well. They put pupils at the heart of their decision-making and provide a wide range of courses for older pupils to select for study. There are strong systems to manage pupils’ behaviour. Pupils know that incidents of poor behaviour will be addressed. Low-level disruption occurs sometimes but pupils understand that this will be dealt with fairly and quickly. This means that pupils can focus in most lessons. Pupils are polite, welcoming and courteous. Pupils are happy and say that they feel safe in school because staff listen to them and take action if they report bullying. A capable and enthusiastic team of ‘antibullying ambassadors’ is always on hand to help pupils to discuss and deal with any concerns about bullying. Pupils know that staff want them to succeed and are helpful if they need additional support. One pupil said, ‘It is the best school in the world.’ What does the school do well and what does it need to do better? Leaders have reordered the curriculum so that pupils build their knowledge over time. Many of these changes are new. Consequently, pupils have not learned all of the content that leaders intend. Teachers ensure that pupils refer to their prior learning when considering new concepts. This helps pupils to revise and remember their learning. Teachers use regular assessment effectively to check pupils’ understanding and to plan series of lessons that build upon what pupils know. Pupils who need additional support with English and mathematics are well supported. Many of these pupils quickly catch up meaning they are able to access and understand texts and successfully apply mathematics in a range of subjects. Pupils with special educational needs and/or disabilities (SEND) are provided with effective support and this enables them to achieve well. Staff work carefully with parents and external agencies to ensure that the support for these pupils is focused and tailored to their needs. This helps pupils with SEND to access the full curriculum, achieve well and to make long-lasting, meaningful friendships. Leaders have high expectations for all pupils. More pupils than previously choose to study a modern foreign language. Leaders are determined to continue to build upon the changes they have already made to the curriculum. Increasing proportions of pupils are now taking subjects that lead to them achieving the English Baccalaureate (EBacc). The school is a calm and well-ordered place. Pupils say that behaviour is normally calm, although there are some pockets of low-level disruption. Pupils do feel that Inspection report: The Radcliffe School 28–29 January 2020 2 they are normally able to get on with their work without being interrupted or distracted by others. Pupils speak highly of teachers and say that all staff care for them. Staff use the house system and a range of ‘get involved’ activities to develop the broader character qualities of each pupil. The use of ‘Modern Britain’ lessons ensures that pupils have a secure understanding of issues such as sexual health and relationships. However, this curriculum requires further development for Year 11 pupils, who rely on focus days and tutor activities for this aspect of their preparation for life. Students in the sixth form have a wide range of course options and enjoy their experiences to learn about future career pathways. They have opportunities for leadership and are involved in mentoring and supporting younger pupils to develop their reading skills. Some students take part in work experience but planned opportunities for all members of the sixth form to do this are not yet in place. Governors have a secure knowledge of the school. They focus on the things that matter and ask the right questions. However, governors must ensure that all aspects of the school’s statutory duties, such as the sixth-form entitlement, are implemented fully.

The Radcliffe School Reviews

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