The Toynbee School
Catchment Area, Reviews and Key Information

Secondary
PUPILS
1051
AGES
11 - 16
GENDER
Mixed
TYPE
Community school
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, ONS
01962 847456

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?

Good
NATIONAL AVG. 2.09
Ofsted Inspection
(19/03/2019)
Full Report - All Reports
56%
NATIONAL AVG. 38%
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 15% of schools in England) Below Average (About 18% of schools in England) Average (About 35% of schools in England) Above Average (About 16% of schools in England) Well Above Average (About 16% of schools in England)

School Results Over Time

2019 2022 2023 2020 Covid-19 2021 Covid-19 UNLOCK

% of pupils who achieved 5+ GCSEs grade 9-4
2019 2022 2023 2020 Covid-19 2021 Covid-19 UNLOCK

% of pupils who achieved GCSE grade 5 or above in both English and maths
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Bodycoats Road
Chandler's Ford
Eastleigh
SO53 2PL
02380269026

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. Your principled and determined leadership has created a caring and stimulating ethos in the school that enables pupils to make strong progress and achieve well. You and your highly effective leadership team are ambitious for pupils and carefully consider their best interests in everything you do. Your planning goes beyond ensuring that pupils leave with good examination results. Pupils’ well-being and personal development, including their mental health, have a high priority and are catered for well at your inclusive school. You balance effectively your drive for high standards with the well-being of staff and pupils. Therefore, staff at the school trust and respect you and the leadership team. Morale is high at your school and everyone shares your determination to provide the best for each pupil. At the time of your last inspection you were asked to secure high standards of behaviour for all pupils. Pupils now behave well at the school. They are kind and respectful towards each other and their teachers. Pupils are proud of the school and told inspectors that they enjoy the wide range of clubs and other activities on offer. Older pupils appreciate the extra support that is available to help them to prepare for public examinations. Most pupils attend very regularly, and leaders are determined in supporting the few pupils whose attendance needs to improve. A pupil, voicing the opinions of a group of pupils, said, ‘Pupils are happy here. The teachers are great and really want to help us.’ In lessons, we saw pupils working hard and making effective use of feedback from their teachers. The work that inspectors saw in pupils’ books is presented with care and is of a high standard. Pupils with a visual impairment are well supported by additional adults in the classroom and by equipment, such as electronic BrailleNote Touch readers. Teachers ensure that pupils with a visual impairment are fully integrated into all aspects of school life and that they achieve well. Heads of subject and pastoral leaders are supported effectively by senior leaders to assess and track pupils’ progress. This ensures that any pupils at risk of falling behind are quickly spotted. A wide range of additional help is then given to help pupils who need to catch up. Leaders are meticulous in making sure that the additional help is effective and continues until these pupils are making the same strong rates of progress as other pupils in the school with similar starting points. Leaders have developed effective systems to monitor the quality of teaching closely and check how well it contributes to rates of progress. As a result, leaders know that pupils continue to make strong progress in mathematics, science and humanities subjects. You also know the few subjects, such as English and food technology, where progress is not yet strong enough. At the time of the last inspection you were also asked to deepen pupils’ understanding of diversity and equalities. In response you have developed activities in lessons and during personal and learning development days which address all aspects of personal, social and health education. As a result, pupils understand that society is made up of people of different backgrounds, faiths and ethnicity and that it is important to show respect and kindness to all. School records show that racist and homophobic incidents are very rare. This was confirmed by pupils, who told us that the very rare instances of bullying or abuse are always effectively resolved by teachers. Pupils were able to talk confidently about the need for respect and tolerance and they were aware of the importance of reporting discrimination if it occurred. Governors provide strong challenge and support to you and other leaders. They visit the school regularly, meet with groups of pupils, and analyse pupils’ achievement thoroughly. As a result, they have a very good understanding of the school’s many strengths and where further improvement is possible. For example, they recognise that pupils who are disadvantaged could make better progress in some subjects. Governors monitor carefully the impact of plans to improve the progress of pupils who are disadvantaged. They take a professional and reflective approach to their roles. For example, they regularly attend relevant training. Governors understand well the current financial challenges facing the school and they are working effectively with you to ensure that the school continues to thrive. Parents and pupils speak highly of the school and nearly all parents who responded to Ofsted’s online questionnaire, Parent View, would recommend the school to other parents. Many parents commented that the school was caring, praised the teachers, and recognised that their children achieved well in a range of subjects.

The Toynbee School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>58, "agree"=>36, "disagree"=>4, "strongly_disagree"=>1, "dont_know"=>1} UNLOCK Figures based on 125 responses up to 23-03-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>65, "agree"=>32, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>1} UNLOCK Figures based on 125 responses up to 23-03-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>54, "agree"=>38, "disagree"=>6, "strongly_disagree"=>0, "dont_know"=>1} UNLOCK Figures based on 125 responses up to 23-03-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>58, "agree"=>37, "disagree"=>3, "strongly_disagree"=>1, "dont_know"=>1} UNLOCK Figures based on 125 responses up to 23-03-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>46, "agree"=>46, "disagree"=>5, "strongly_disagree"=>0, "dont_know"=>4} UNLOCK Figures based on 125 responses up to 23-03-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>39, "agree"=>44, "disagree"=>13, "strongly_disagree"=>2, "dont_know"=>2} UNLOCK Figures based on 125 responses up to 23-03-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>46, "agree"=>42, "disagree"=>7, "strongly_disagree"=>1, "dont_know"=>4} UNLOCK Figures based on 125 responses up to 23-03-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>38, "agree"=>35, "disagree"=>10, "strongly_disagree"=>0, "dont_know"=>17} UNLOCK Figures based on 125 responses up to 23-03-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>58, "agree"=>38, "disagree"=>2, "strongly_disagree"=>0, "dont_know"=>2} UNLOCK Figures based on 125 responses up to 23-03-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>54, "agree"=>25, "disagree"=>13, "strongly_disagree"=>1, "dont_know"=>8} UNLOCK Figures based on 125 responses up to 23-03-2019
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>55, "agree"=>37, "disagree"=>7, "strongly_disagree"=>0, "dont_know"=>1} UNLOCK Figures based on 125 responses up to 23-03-2019
Yes No {"yes"=>98, "no"=>2} UNLOCK Figures based on 125 responses up to 23-03-2019

Responses taken from Ofsted Parent View

Your rating:
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