Wales High School
Catchment Area, Reviews and Key Information

Secondary
Post 16
PUPILS
1833
AGES
11 - 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

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?

4 1 1 2 3 4
NATIONAL AVG. 2.08
Ofsted Inspection
(2/5/18)
Full Report - All Reports
59%
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) 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

Storth Lane
Kiveton Park
Sheffield
S26 5QQ
01909771291

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. Together with governors, you are resolutely committed to the school’s further improvement. You are not complacent about any of the school’s successes and strengths. Equally, you have a very accurate and honest understanding of where you need to do more work to further improve the school. Crucially, you have already started to take the necessary steps to address these areas. Following the last inspection, you took decisive action to improve the consistency in middle leadership. A significant number of middle leaders are now nationally recognised as leaders in their subject areas, and they provide support to other schools. Recent changes to how you monitor pupils’ progress have enabled middle leaders to take more responsibility for the quality of teaching in their subject areas. As a result, while there is still work to do, there is growing consistency in the quality of teaching, so that pupils’ achievement is now in line with national averages over time. You also addressed weaknesses in the quality of school improvement plans. Your thorough and honest self-evaluation accurately identifies the areas in school which require continued focus. This clarity of understanding has enabled you to implement an improvement plan which provides leaders and governors with the means to monitor and evaluate progress against each of the identified actions. As a consequence, governors are able to hold you to account for how well pupils are doing. You have rightly identified the progress of disadvantaged pupils and of boys as the main areas of focus. However, you have already taken steps to address these priorities. You have appointed additional staff, for instance, to lead the development of boys’ progress, and you have detailed plans for how best to use the pupil premium funding. You know that there is more work to be done, including improving the attendance of disadvantaged pupils, but these actions are leading to improving outcomes for these groups of pupils. You also acknowledge that standards dipped in English for pupils who left Year 11 in 2017. You acted quickly to gain a full understanding of why and how this happened, and you put a number of actions into place to bring standards up again. As a result, there are clear signs of strong improvement in English. In the sixth form, you have taken action to further improve outcomes in 2018. Although achievement in 2017 was in line with national averages, you acknowledge that this was not as strong as in the previous two years. You have a clear understanding of why this is the case. You have taken action, and there is evidence of very effective teaching in the sixth form as a result. You and other leaders have worked with persistence and diligence to maintain and improve levels of attendance and persistent absence, which are better than the national averages. Similarly, over several years you have maintained a rate of fixedterm exclusion, which is below the national average. Pupils told us that behaviour around school and in lessons is good most of the time and, indeed, inspectors saw high standards of pupil conduct throughout the inspection. You acknowledge that the school faces some challenging behaviour from a few pupils a view shared by a small proportion of parents, carers and staff and that this remains a priority for you. Safeguarding is effective. The leadership team has ensured that all safeguarding arrangements are fit for purpose. The procedures around the recruitment and vetting of staff are appropriate. Leaders have made sure that all adults in the school are up to date with the necessary safeguarding training. Those responsible for child protection arrangements, including the plans for children looked after by the local authority, ensure that records are thorough, with all actions taken in a timely manner and accurately logged. There are strong links with external agencies, including the local authority children’s services and health services. Leaders maintain appropriate communication with the relevant staff at the alternative education provision used by the school, including daily attendance checks and fortnightly progress reviews.

Wales High School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree 60% Agree 31% Disagree 6% Strongly Disagree 2% Don't Know 1% {"strongly_agree"=>60, "agree"=>31, "disagree"=>6, "strongly_disagree"=>2, "dont_know"=>1} Figures based on 227 responses up to 27-06-2019
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Figures based on 227 responses up to 27-06-2019

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Figures based on 227 responses up to 27-06-2019

unlock

Figures based on 227 responses up to 27-06-2019

unlock

Figures based on 227 responses up to 27-06-2019

unlock

Figures based on 227 responses up to 27-06-2019

unlock

Figures based on 227 responses up to 27-06-2019

unlock

Figures based on 227 responses up to 27-06-2019

unlock

Figures based on 227 responses up to 27-06-2019

unlock

Figures based on 227 responses up to 27-06-2019

unlock

Figures based on 227 responses up to 27-06-2019

unlock

Figures based on 227 responses up to 27-06-2019

Responses taken from Ofsted Parent View

Your rating:
Review guidelines
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Read the full review guidelines and where to find help if you have serious concerns about a school.
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