Dixons Trinity Chapeltown
Catchment Area, Reviews and Key Information

Primary & Secondary
PUPILS
886
AGES
4 - 16
GENDER
Mixed
TYPE
Free schools
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, ONS
0113 222 4414

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?

Outstanding
NATIONAL AVG. 2.09
Ofsted Inspection
(03/11/2021)
Full Report - All Reports
63%
NATIONAL AVG. 38%
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 15% of schools in England) Below Average (About 18% of schools in England) Average (About 35% of schools in England) Above Average (About 16% of schools in England) Well Above Average (About 16% of schools in England)
Leopold Street
Chapeltown
Leeds
LS7 4AW
01135125510

School Description

Trustees, leaders and staff have established a school with excellence at the core of everything that takes place. The highest expectations are set for all pupils. Leaders have designed a curriculum to help pupils thrive, both personally and academically. Staff teach this curriculum with high levels of expertise. Pupils’ learning is firmly cemented, and they become very knowledgeable. They develop qualities of independence and self-determination. Pupils fully understand the school’s approach to behaviour management. Staff apply this fairly and consistently. The school is an exceptionally calm and orderly place to learn. This helps pupils to feel safe. They are highly motivated and happy in lessons. Playtimes are lively and active. Then, following a well-established system, pupils return into school in a quiet, tranquil manner. Pupils believe that bullying is rare. They are confident that if it does take place, staff will support them. First-rate opportunities for personal development are in place. There is a wealth of wide-ranging opportunities for pupils to develop their talents. Links with industry and universities raise pupils’ aspirations. This widens their horizons for what is possible in the future. The school is a true learning community. A pupil described this as, ‘We are all part of a family together.’ What does the school do well and what does it need to do better? Trustees, leaders and staff have a shared mission that all pupils will secure high levels of success. The school’s curriculum is highly ambitious and very well designed to meet pupils’ needs. It is very carefully sequenced and regularly revisits intended learning. This helps pupils to successfully gain and retain knowledge. The curriculum is designed to grow pupils’ knowledge and skills from Reception through to Year 11. Teachers have a strong understanding of the curriculum. They provide expert teaching and select suitable activities to maximise pupils’ learning. This is a school where every minute counts for pupils’ learning. Consequently, pupils achieve highly, both in their academic progress and personal development. Teachers assess pupils’ learning during lessons and more formally at the end of blocks of learning. Approaches such as ‘messy marking’ help teachers to very accurately pinpoint pupils’ learning. They use this information to precisely plan what they need to teach next. This well-balanced approach to assessment increases the impact of teaching. At the same time, leaders and trustees keep a regular check that pupils are making, at least, the progress expected by the school. Leaders and teachers are determined that pupils with special educational needs and/or disabilities will achieve the best possible outcomes. The curriculum is adapted to their needs but still provides the same learning opportunities as for their peers. These pupils receive strong support in lessons for their academic and social needs. Inspection report: Dixons Trinity Chapeltown 3 and 4 November 2021 2 Leaders view the teaching of phonics knowledge and early reading skills as of paramount importance. Subject leaders have high levels of expertise. Phonics teaching is of a consistently high quality. Pupils at risk of falling behind are identified promptly. They receive rapid support to help them to keep up. Teachers precisely match pupils’ reading books with their phonics knowledge. Pupils read regularly to adults in school. From starting in Reception, children are taught key phonics knowledge. Teachers ensure that children have a literacy-rich learning environment. They ensure that older pupils are highly motivated to read. There are regular opportunities to read in school. For example, pupils take part in the timetabled ‘drop everything and read’ sessions. The school’s ‘warm-strict’ approach has created a highly effective learning ethos. Pupils’ behaviour in lessons is exemplary. They are hardworking and diligent. Teachers use the school’s behaviour management strategies consistently. Pupils respond to these well. They are attentive and respond well to teachers’ instructions. Pupils’ conduct moving around the school is commendable. Where pupils’ behaviour does not reach the high bar set by the school, leaders and teachers act quickly to address this promptly. A coherently planned personal development studies curriculum is in place from Reception to Year 11. This aims to prepare pupils to be successful citizens. Teachers guide pupils on how to adopt healthy lifestyles. The co-curricular offer deeply enriches pupils’ experience in relation to sports, music, culture and arts. Pupils love the opportunities the school provides. The talk enthusiastically about learning how to play a musical instrument, going on expeditions and learning to row. ‘Stretch’ activities enable pupils to prepare and present short presentations. This develops their public speaking skills and self-confidence. The school provides high-quality pastoral support. Pupils talk about how the ‘mountain rescue team’ help them to deal with any worries that they might have. One pupil said, ‘The team help you with everyday life and make you a better person.’ The school actively promotes a sense of belonging to a community. For example, during family dining, adults and pupils eat lunch together. This encourages the development of pupils’ communication and social skills. The school supplies high-quality careers information, education, advice and guidance. Pupils talk about the careers fair, the online careers app, and the companies that have visited the school to talk to them about career paths. Secondary pupils visit a range of universities. The school more than meets the requirements of the Baker Clause, which requires schools to provide pupils in Years 8 to 13 with information about approved technical education qualifications and apprenticeships. Inspirational and knowledgeable leadership is clearly evident across this school. The headteacher and senior leadership team have created an exceptional learning environment. The needs of pupils and the community are at the forefront of all decisions made. Subject leaders are strong. They ensure that their subjects make substantial improvements to pupils’ learning. The school’s coaching approach Inspection report: Dixons Trinity Chapeltown 3 and 4 November 2021 3 ensures the quality of teaching continuously improves. Staff’s morale is high. They trust and believe in the school leaders. Trustees fulfil their statutory duties well. They implement well thought-through strategic decisions. This has secured a firstclass learning environment, very strong leadership and high-quality teaching. The trust chief executive officer and deputy chief executive officer complete their roles well. They are both supportive and challenging.

Dixons Trinity Chapeltown Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>59, "agree"=>26, "disagree"=>8, "strongly_disagree"=>7, "dont_know"=>0} UNLOCK Figures based on 85 responses up to 04-05-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>59, "agree"=>29, "disagree"=>5, "strongly_disagree"=>6, "dont_know"=>1} UNLOCK Figures based on 85 responses up to 04-05-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>59, "agree"=>29, "disagree"=>5, "strongly_disagree"=>7, "dont_know"=>0} UNLOCK Figures based on 85 responses up to 04-05-2022
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>54, "strongly_agree"=>12, "agree"=>6, "disagree"=>8, "strongly_disagree"=>11, "dont_know"=>9} UNLOCK Figures based on 85 responses up to 04-05-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>40, "agree"=>35, "disagree"=>11, "strongly_disagree"=>8, "dont_know"=>6} UNLOCK Figures based on 85 responses up to 04-05-2022
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>26, "strongly_agree"=>33, "agree"=>19, "disagree"=>12, "strongly_disagree"=>6, "dont_know"=>5} UNLOCK Figures based on 85 responses up to 04-05-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>50, "agree"=>0, "disagree"=>0, "strongly_disagree"=>38, "dont_know"=>13} UNLOCK Figures based on 10 responses up to 04-05-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>62, "agree"=>31, "disagree"=>0, "strongly_disagree"=>6, "dont_know"=>1} UNLOCK Figures based on 85 responses up to 04-05-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>59, "agree"=>31, "disagree"=>4, "strongly_disagree"=>6, "dont_know"=>1} UNLOCK Figures based on 85 responses up to 04-05-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>52, "agree"=>36, "disagree"=>6, "strongly_disagree"=>5, "dont_know"=>1} UNLOCK Figures based on 85 responses up to 04-05-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>52, "agree"=>24, "disagree"=>8, "strongly_disagree"=>11, "dont_know"=>6} UNLOCK Figures based on 85 responses up to 04-05-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>65, "agree"=>21, "disagree"=>6, "strongly_disagree"=>6, "dont_know"=>2} UNLOCK Figures based on 85 responses up to 04-05-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>44, "agree"=>34, "disagree"=>7, "strongly_disagree"=>8, "dont_know"=>7} UNLOCK Figures based on 85 responses up to 04-05-2022
Yes No {"yes"=>81, "no"=>19} UNLOCK Figures based on 85 responses up to 04-05-2022

Responses taken from Ofsted Parent View

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