Thomas Knyvett College
Catchment Area, Reviews and Key Information

Secondary
PUPILS
725
AGES
11 - 16
GENDER
Mixed
TYPE
Academy converter
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 2021, ONS
0300 200 1004

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
(5/6/18)
Full Report - All Reports
52%
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)

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

Stanwell Road
Ashford
TW15 3DU
01784243824

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You have been unswerving in your determination to improve the life chances of your pupils by catering for the needs of each individual. Supported by a dedicated and talented team of senior and middle leaders, you have worked hard to improve the quality of teaching, pupils’ outcomes and the culture of aspiration within the school and the local community. Staff use their extensive knowledge of every pupil to provide the best support possible for each of them to develop their learning and understanding. As a result, pupils make good progress from their starting points. You and your staff take full advantage of the size of the school to get to know your pupils in depth. Relationships are warm and respectful, and there is a strong sense of everyone working together to fulfil the school motto of ‘bringing out the best’. Pupils behave very well in class and around the building. Staff offer excellent support to pupils, which is acknowledged and valued by pupils and parents alike. As one parent said: ‘The school supports my child as a whole person and the pastoral team is amazing.’ The previous inspection recommended that pupils were given greater challenge in their learning. To do this, you have encouraged teachers to use ‘thinking hard devices’ with their pupils. Staff have been supported with this strategy, among others, through effective training to develop their professional skills, often with colleagues in other schools within the trust. As a result, teachers have higher expectations of what pupils can do and achieve. However, you recognise that some pupils, especially the most able pupils, could be challenged even further to help them make more rapid progress and so reach higher standards. You have also worked hard to communicate more effectively with parents and have used a range of strategies, such as social media and information evenings. Community confidence in the school is growing because of rising results, the personalised approach and the strenuous efforts you make to involve parents. As a result, pupils attend school more regularly than in the past and the school roll is rising rapidly. Leadership at all levels of the organisation is excellent. Systems and procedures to monitor and evaluate the work of the school are rigorous and well organised. The trustees and governors know the school extremely well and offer support and challenge in equal measure. School staff share your ambition for the school and are loyal and hard working. They take full advantage of the collaborative and developmental opportunities that membership of the trust affords them. This is having a positive effect on raising standards. Safeguarding is effective. Safeguarding is a strength. Leaders have ensured that a culture of safeguarding permeates the school and all staff understand their responsibilities. Record-keeping is meticulous and fit for purpose. Trustees, governors and staff are trained appropriately and keep their knowledge up to date. There is an effective electronic system for staff to log any concerns, which ensures that issues are dealt with swiftly and efficiently. The school has a strong record of engagement with outside agencies and staff always go the extra mile to ensure that pupils get the support that they need. Leaders identified that increasing numbers of pupils need help with mental health issues, so specific strategies to support such pupils have been introduced. Pupils, parents and staff who responded to the online questionnaires said that the school was a safe place. Pupils who spoke to inspectors confirmed this. They said that they knew who to go to if they had any difficulties, and that they felt confident that their concerns would be dealt with. Pupils are provided with many learning opportunities about how to stay safe through personal, social and health education lessons, in tutor time and through assemblies. They understand how to protect themselves from threats that they may routinely face, such as online or on social media.

Thomas Knyvett College Reviews


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