Fairfield High School
Catchment Area, Reviews and Key Information

Secondary
PUPILS
1073
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, ONS
0117 903 7694

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?

Good
NATIONAL AVG. 2.09
Ofsted Inspection
(08/02/2023)
Full Report - All Reports
59%
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)

School Results Over Time

2019 2022 2023 2020 Covid-19 2021 Covid-19 UNLOCK

% of pupils who achieved 5+ GCSEs grade 9-4
2019 2022 2023 2020 Covid-19 2021 Covid-19 UNLOCK

% of pupils who achieved GCSE grade 5 or above in both English and maths
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Allfoxton Road
Horfield
Bristol
BS7 9NL
01179527100

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. You and the executive principal have established a very harmonious and inclusive school. You serve a rich and culturally diverse population, with over 40 nationalities represented within the pupil cohort. Pupils respect and value the knowledge they gain from this. You have expanded the opportunities for pupils and have made productive links with large local businesses. Pupils gain work experience and apprenticeships because of these. Since February 2015, you have been part of Excalibur Trust. This has added further openings for staff and pupils. Other secondary trust schools are in Wiltshire, West Berkshire and Swindon. They offer different educational prospects and serve varying rural and urban populations. Staff have gained from sharing best practice as both trainers and receivers. This benefits the pupils. Many recent improvements are a direct result of the trust. The trust is ably overseen by the chief executive officer. Following the previous inspection, you have secured significant improvements in science. This is, now, a highly effective department. There were two groups of pupils taking triple science in the end of key stage 4 examinations. Pupils taking chemistry and additional science achieved a 100% success rate in grades A* to C in GCSEs. Physics and biology achieved a 98% success rate in grades A* to C. Pupils spoke of the good teaching in this area. They knew they were making valuable progress. There has been, and continues to be, a concerted focus on teaching. The leader for teaching and learning took up post two years ago. She has improved the checking systems for monitoring teaching and learning. The systems for managing the performance of teachers have secure targets. Training supports the expectations within these. There are purposeful links between appraisal and training that lead to good teaching. Questioning of pupils by teachers has improved since the last inspection. For instance, teachers of English use probing questions. They elicit important information about texts, such as Shakespeare’s Othello. Teachers are skilful at linking these historical texts to ongoing social problems, such as deceit and resentment. Pupils articulate their thinking and share views on these well. Oracy is a valuable tool within teaching. Modern foreign language teachers use the target language frequently within lessons. As a result, pupils, including those in Years 7 and 8, are speaking more fluently in foreign languages and are acquiring good accents. Recently, you have amended the marking and feedback policy. The impact of this is variable. Some teachers are using it well. Too many are setting next steps but not checking on the progress pupils make with these. You know that this is an area for further development. Safeguarding is effective. Leaders have ensured that safeguarding arrangements are fit for purpose. Records are of a high quality and detailed. Staff receive training on how to keep pupils safe from abuse, sexual exploitation and the influences of radicalisation and extremism. The designated safeguarding leads work closely with heads of year and welfare officers. This is important because of the high numbers of pupils with complex needs. Collectively, you make sure pupils are safe and secure in school. You work determinedly, yet sensitively, with pupils, parents and external agencies to monitor and support the most vulnerable pupils. Safeguarding arrangements are secure and rooted in the school’s culture. Inspection findings We discussed the progress of the most able and most able disadvantaged pupils. These groups of pupils are performing in line with pupils of similar ability nationally. However, they are not doing as well as middle- and low-ability pupils. You have raised pupils’ aspirations. You hold breakfast clubs for pupils gifted at English and history. Pupils work together and discuss prospective A-level questions and work. Pupils identify with others who are like-minded and intellectually curious in these subjects. You provide inspiration for the most able disadvantaged pupils by working with universities. The partnership supports pupils considering higher education. Equally, local legal firms have provided work experience opportunities for the most able disadvantaged pupils. These provide positive experiences. Although you agree that consistent challenge in lessons is a must, this is not yet happening regularly. The disadvantaged pupils and those who have special educational needs (SEN) and/or disabilities are making good progress. This is a positive shift since the end of key stage 4 examinations in 2016. You have made sure disadvantaged pupils experience everything that the school has to offer. This has given them confidence. Pupils are keen to succeed. Teachers know who they are and their needs. In the end of key stage 4 examinations in 2017, disadvantaged pupils made more progress overall and in English and EBacc subjects than others in the school. The only area in which they did not achieve as well as others was in mathematics. Even so, their progress was in line with that of others nationally. Pupils who have SEN and/or disabilities achieve well, too. The SEN coordinator knows the pupils well. Having identified their specific needs, he shares this information with teachers. Pupils have a ‘passport’ which explains their learning preferences. This provides accurate details about how to teach these pupils. Teachers check the progress of these pupils and the disadvantaged pupils closely. The attendance of disadvantaged pupils and those who have SEN and/or disabilities has improved. You introduced a new policy in 2016. You have appointed extra staff to track the attendance of pupils. Staff visit families and support them in making sure pupils attend regularly. They inform parents of the implications of taking pupils out of school during term time. Individual cases of poor attendance are better understood by all involved. Previously, attendance for these pupils was significantly below the national average. Now, it is closer to the national average. Next steps for the school Leaders and those responsible for governance should ensure that: new policies for teaching and learning are checked carefully and embedded securely to ensure consistency in teaching most able and most able disadvantaged pupils are challenged regularly and provided with opportunities for problem-solving and developing extended writing support and challenge in pupils’ learning is timely and maximises progress. I am copying this letter to the chair of the governing body, the regional schools commissioner and the director of children’s services for Bristol. This letter will be published on the Ofsted website. Yours sincerely Kathy Maddocks Her Majesty’s Inspector Information about the inspection During the inspection, I and the Ofsted Inspector met with you, senior leaders, the SEN coordinator, the chief executive officer of the trust and governors. The Ofsted Inspector spoke formally with a group of pupils. We spoke informally with them around the site. We visited lessons in English, humanities, modern foreign languages and mathematics. We looked at the quality of work in pupils’ exercise books and considered documentary evidence relating to the impact of the school’s work, including safeguarding. We took into account 143 responses to the Ofsted online survey, Parent View, and 105 comments written by parents, the 65 staff responses and the two pupil ones. In addition, we considered letters received from parents.

Fairfield High School Parent Reviews



Average Parent Rating

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“Best school”

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"> In my opinion as a current parent, I think this school is the best in Bristol. It deals with bullying quickly and properly. Highly recommended.
unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>59, "agree"=>35, "disagree"=>4, "strongly_disagree"=>2, "dont_know"=>1} UNLOCK Figures based on 190 responses up to 27-06-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>56, "agree"=>38, "disagree"=>3, "strongly_disagree"=>2, "dont_know"=>2} UNLOCK Figures based on 190 responses up to 27-06-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>38, "agree"=>52, "disagree"=>3, "strongly_disagree"=>1, "dont_know"=>5} UNLOCK Figures based on 190 responses up to 27-06-2023
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>68, "strongly_agree"=>15, "agree"=>6, "disagree"=>2, "strongly_disagree"=>1, "dont_know"=>8} UNLOCK Figures based on 190 responses up to 27-06-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>36, "agree"=>42, "disagree"=>15, "strongly_disagree"=>2, "dont_know"=>4} UNLOCK Figures based on 190 responses up to 27-06-2023
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>18, "strongly_agree"=>52, "agree"=>23, "disagree"=>3, "strongly_disagree"=>3, "dont_know"=>1} UNLOCK Figures based on 190 responses up to 27-06-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>43, "agree"=>40, "disagree"=>6, "strongly_disagree"=>6, "dont_know"=>6} UNLOCK Figures based on 35 responses up to 27-06-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>51, "agree"=>39, "disagree"=>5, "strongly_disagree"=>1, "dont_know"=>4} UNLOCK Figures based on 190 responses up to 27-06-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>54, "agree"=>42, "disagree"=>1, "strongly_disagree"=>2, "dont_know"=>2} UNLOCK Figures based on 190 responses up to 27-06-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>54, "agree"=>38, "disagree"=>7, "strongly_disagree"=>1, "dont_know"=>0} UNLOCK Figures based on 190 responses up to 27-06-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>54, "agree"=>40, "disagree"=>3, "strongly_disagree"=>1, "dont_know"=>2} UNLOCK Figures based on 190 responses up to 27-06-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>49, "agree"=>44, "disagree"=>4, "strongly_disagree"=>2, "dont_know"=>2} UNLOCK Figures based on 190 responses up to 27-06-2023
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>57, "agree"=>29, "disagree"=>6, "strongly_disagree"=>2, "dont_know"=>5} UNLOCK Figures based on 190 responses up to 27-06-2023
Yes No {"yes"=>96, "no"=>4} UNLOCK Figures based on 190 responses up to 27-06-2023

Responses taken from Ofsted Parent View

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