The Vale Academy
Catchment Area, Reviews and Key Information

Post 16
11 - 18
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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 2020, ONS
01724 297133 , 01724 297134

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

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

Atherton Way
DN20 8AR

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. Since your appointment, you have developed an effective leadership structure which allows you to make accurate evaluations of the strengths of the school and areas that you need to develop further. You have ensured that leadership across the school has maintained a strong focus on the progress of pupils and as a result, outcomes for pupils have improved since the last inspection. Staff have confidence in your ability to lead the school. You identify correctly areas of the school that need improvement and you utilise the support available from the Delta Academies Trust swiftly to support and improve performance in those areas. You and your team have tackled the areas for improvement identified in the previous inspection report successfully. At the last inspection, you were asked to prepare students so they are better able to cope with the demands placed on them in Year 12 and, therefore, make more progress in that year. You have strengthened your 16 to 19 provision by introducing a new leadership responsibility for post-16 transition and progress. You have introduced rigour and focus in transition arrangements and as a result, students are better prepared when they join your school in Year 12 and retention rates have risen. At the last inspection, you were asked to ensure that every opportunity is taken for pupils to improve their spelling and improve and apply their writing skills across all subjects. Through your passion for literacy you have ensured that the development of extended writing skills remains a key priority across the school and that it forms part of planning for learning. This is evident in the delivery of lessons and in the improved outcomes for example in English, physical education and science. Safeguarding is effective. You and your leadership team have ensured that there is a strong culture of safeguarding in the school, that all safeguarding arrangements are fit for purpose and records are detailed and of high quality. The school has effective referral procedures and communication with external agencies is strong. This means that information is shared effectively and in a timely way. Staff receive appropriate training in child protection and you and your team ensure that you carry out appropriate checks on the suitability of all staff who work with pupils. Pupils say that they feel safe, know whom to go to if they have any concerns and are confident that staff will deal effectively with any problems. Pupils say that bullying sometimes does happen, but when it does, teachers and leaders tackle it quickly. Inspection findings You ensure that the curriculum is broad and balanced and meets the needs of all learners, including disadvantaged pupils and pupils who have special educational needs (SEN) and/or disabilities. There are appropriate courses in place to match pupils’ needs, including vocational courses. You review the curriculum frequently in order to keep the breadth and balance and provide pupils with the opportunity to achieve their potential. For example, the latest changes to your curriculum are aimed at providing additional time for science and increased time allocation to option subjects, including humanities. However, it is too soon to see the impact of these changes. You and your leadership team ensure that teachers have relevant information about pupils’ starting points and progress so that they can plan learning to meet all pupils’ needs. Teachers use questioning effectively and skilfully probe pupils’ understanding. Your thorough monitoring systems show that the quality of teaching is good and improving. You have correctly identified subject areas for improvement and you are taking appropriate actions to support the staff involved. For example, you identified a need to improve the consistency of strong teaching in humanities and swiftly put in place support, working with the sponsor trust, to improve outcomes in this area. The recent improvement of outcomes in modern foreign languages is evidence of the effectiveness of your interventions to improve the quality of teaching. Pupils take pride in their work. Their relationships with teachers are strong and encourage a positive learning environment in the lessons. As a result, pupils feel confident to ask questions and develop their learning further. You have established a carefully designed and targeted professional development programme for staff which is clearly linked to performance management. Staff value the support they receive, along with the opportunities for sharing good practice, and support your relentless drive for continuous improvement.

The Vale Academy Reviews

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