Wye School
Catchment Area, Reviews and Key Information

Secondary
Post 16
School Guide Rating
Not Rated


Olantigh Road
Wye
TN25 5EJ
01233811110
Pupils
571
Ages
11 - 18
Gender
Mixed
Type
Free schools
4 1 1 2 3 4
NATIONAL AVG. 2.08
Ofsted Inspection
(11/12/18)
Full Report - All Reports
72%
NATIONAL AVG. 60%
5+ GCSEs grade 9-4 (standard pass or above) including English and maths
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School Description

The leadership team has maintained the good quality of education in the school since the last inspection. Since your appointment at Easter 2018, following a period of considerable flux in senior leadership, you have developed a firm knowledge of your school’s strengths, weaknesses and priorities for improvement. Your determination to provide the best standard of education for each pupil is clear. You are well supported in this by the regional director of the United Learning multi-academy trust, your leadership team, your staff and the governing body. You have accurately evaluated and identified areas of recent underperformance. As a result, with the support of the governors and the multi-academy trust, you have introduced and continue to take appropriate actions to bring about improvements. Safeguarding is effective. Leaders have established a strongly positive culture of safeguarding that runs throughout the school, ensuring that pupils are safe and secure. Leaders have put in place effective systems and procedures that meet statutory requirements and are fit for purpose. For example, the record of checks made on the suitability of staff to work with young people is both accurate and compliant with requirements. Relationships between staff and pupils are strong. Your leaders and staff promote the importance of good mental health among pupils. Pupils say that they feel safe in the school, and this confidence is supported by the views of parents and carers. As one parent commented, ‘Both of my children are happy at Wye School.’ Professional relationships with a range of external agencies are effective. You, as the designated safeguarding lead, are well supported by two deputies in the fulfilment of your responsibilities concerning the welfare of pupils. Training of staff and governors is both comprehensive and regular, and includes training relating to any changes in safeguarding practices, including on child protection, as required. Procedures related to the recruitment of staff are thorough, because leaders and governors have been appropriately trained in safer recruitment. New staff that join the school mid-year receive suitable safeguarding training as part of their induction to the school. As a result, all staff know the signs to look out for that may indicate a pupil is at risk of harm and are confident in what action to take when necessary to support vulnerable pupils. Inspection findings  At the start of the inspection, we agreed three areas of focus. The first of these was the consideration of how successful leaders have been in addressing the areas for improvement included in the previous inspection report.  Leaders have acted effectively to improve on those aspects identified. Evidence obtained from visits to lessons, discussions with pupils and scrutiny of work in pupils’ books during this inspection showed that learning tasks are now pitched at increasingly appropriate levels to meet the differing needs of pupils in all years. Pupils say that the majority of tasks challenge them to develop their knowledge and understanding. This has led to an improvement in progress for most pupils.  Pupils typically demonstrate care and pride in what they do. Their work is well presented, because of increasingly high levels of expectation set by teachers. Routines are well established and consistent in the large majority of lessons. Pupils respond to this very well.  You accepted that the previous self-evaluation and improvement planning documents needed to be improved. As a consequence, you have carried out a thorough review and have made changes so that targets are now clearer and more focused. This now enables all leaders to use the detail to plan and evaluate strategic improvement increasingly effectively.  The second area we considered was how successfully leaders have improved progress and attainment in areas of underperformance. This was because, in 2018, the performance of pupils in these subjects at the end of key stage 4 was weak in comparison to national averages. Leaders identified that weaknesses in the quality of teaching at the time led to these disappointing outcomes.  Leaders have swiftly addressed these weaknesses through the appointment of new teachers at the start of this academic year and the provision of focused training for teachers, including support from the multi-academy trust. This support to improve the quality of teaching and learning has included helping pupils develop subject mastery in the curriculum and, very recently, a focus on.

Wye School Catchment Area Map

This pupil heat map shows where pupils currently attending the school live.

Enter a postcode to see where you live on the map
heatmap example
Source:
All attending pupils
National School Census Data 2020
ONS
Pupil heat map key

How many pupils attending the school live in the area?

Many
Some
Few



The concentration of pupils shows likelihood of admission based on distance criteria

03000 41 21 21

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.

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