Thomas Alleyne's High School
Catchment Area, Reviews and Key Information

Secondary
Post 16
PUPILS
1038
AGES
13 - 18
GENDER
Mixed
TYPE
Academy converter
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
01785 278593

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
NATIONAL AVG. 2.08
Ofsted Inspection
(19/11/19)
Full Report - All Reports
70%
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 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

Dove Bank
Uttoxeter
ST14 8DU
01889561820

School Description

In this school, pupils are encouraged to be themselves. Pupils are confident to share their ideas and opinions. They have the chance to pursue their interests. For instance, sixthform students told us about clubs they had set up. A strength of the school is the number of trips and activities offered to pupils. These include theatre trips to London, the Duke of Edinburgh award scheme and after-school clubs in a range of sports, music, art and drama. The school is calm and orderly, with a respectful school culture. Pupils told us they feel safe. Relationships between pupils and adults are positive. Staff care about the pupils. Pupils told us they have someone to talk to if they feel upset. Pupils with special educational needs and/or disabilities (SEND) value the ‘base’ where they can go throughout the day. They like having a quiet place to go to. They feel well supported. Teachers want pupils to be the best they can be. For them, this means getting good examination results as well as preparing them to be good citizens. For example, a student successfully campaigned to reduce carbon emissions at the school. Drivers of the school buses are encouraged to switch off their engines when they are waiting for pupils outside the school.

Thomas Alleyne's High School Reviews


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