Heron Hall Academy
Catchment Area, Reviews and Key Information

Secondary
Post 16
PUPILS
1107
AGES
11 - 19
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
(020) 8379 5501.

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
(29/01/2019)
Full Report - All Reports
57%
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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Queensway
Ponders End
Enfield
EN3 4SA
02084439631

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. Since your appointment in January 2018, you have reestablished and strengthened a culture of high expectations. Pupils and staff appreciate the stability and sense of direction in the school following a period with a number of changes in leadership. The school is growing year on year, with 240 pupils in Year 7 compared to the 84 pupils in Year 11. The school is now oversubscribed. You have extended and restructured your leadership team, which has supported you in recruiting a large number of new staff to match the expansion of the school. This, in turn, has caused you to prioritise teachers’ professional development and the induction of new staff. Staff told inspectors that they feel happy and supported. You have been thorough in your self-evaluation, checking your judgements with external partners. This has given leaders a strong understanding of the areas needing improvement and has led to a number of initiatives. These include the setting of clear expectations for teaching, which are now beginning to be evident in some strong day-to-day practice. The quality of teaching is improving. Pupils recognise this, but they also tell us that there are still occasions where lessons are disrupted by the poor behaviour of a minority of pupils. The previous inspection report identified inconsistency in middle leadership. You and your senior leadership team have prioritised the development of this group, providing bespoke leadership and curriculum training. Middle leaders told inspectors that they value the new systems put in place to support them, particularly those that help them share good practice. Senior leaders are systematic in the challenge and support for this group, and they are becoming increasingly able to support you in raising standards. Safeguarding is effective. The leadership team has ensured that all safeguarding arrangements are fit for purpose. The comprehensive range of induction and refresher training provided by the trust is supplemented by online and specialist training completed by all staff and governors. As a result, staff speak knowledgeably about the possible risks to pupils and there is a strong culture of safeguarding. There are clear systems for reporting concerns. These have been communicated effectively to staff and pupils, enabling a timely response by designated safeguarding leaders. The school works well with external agencies. The Safer Schools police officer plays an active part in the life of the school, delivering assemblies to pupils on how to keep themselves safe. You have redesigned the personal, social, health and economic (PHSE) education programme to include topics that teach pupils how to keep themselves safe. Pupils report that there are some rare incidents of bullying. You have addressed this regularly in the PSHE education curriculum, in assemblies and through the school’s ‘no blame’ bullying policy. Pupils are keen to emphasise that bullying is dealt with swiftly if it does occur. Inspection findings For the first line of enquiry, we agreed to focus on how effectively leaders are improving outcomes for most-able pupils. This is because published examination results show that the progress of pupils with high prior attainment was not as strong as that of other pupils in 2018. You have used the school’s new teaching and learning policy to introduce a greater level of challenge and support for all pupils in their lessons. Newly introduced strategies are now evident in much of the teaching, with some skilful use of questioning to extend and deepen the understanding of the most able pupils. Subject leaders are also focused on improving the teaching for most-able pupils. Their development planning includes subject-specific strategies for raising the level of challenge in lessons. They are establishing routines for tracking pupils’ progress that are increasingly effective in helping them to identify when intervention is necessary to raise outcomes for these pupils. However, they recognise that the changes put in place are not yet fully established and have potential for greater impact. We looked next at the impact that leaders’ actions are having on pupils’ progress in English, mathematics and science. Published examination results showed that pupils were making much less progress in science than they were in English and mathematics. Inspectors observed teaching that was typically strong in English and mathematics. This included skilful sequencing of tasks and careful scaffolding of difficult concepts, resulting in pupils making very strong progress. The school has found the recruitment of science teachers challenging and some staff are new. Inspectors’ observations of science showed some inconsistency in this subject. Some pupils make good progress, reflecting effective teaching, but others underachieve because of the weaker teaching they receive. This was shown, for example, by gaps in their knowledge and disorganised work in their books. New leadership in science is being well supported by senior leaders, but, as you acknowledge, it is too soon to see the impact of actions to bring greater consistency to the department’s work. Finally, we looked at how effective leaders’ actions have been in identifying and supporting underperforming groups of pupils. I looked particularly at the progress of boys and Black Caribbean pupils. This is because published exam results show that these groups performed significantly below others. For example, girls outperformed boys by nearly a grade in 2018. Leaders have targeted the performance of boys and Black Caribbean pupils using initiatives such as ‘Key 27’. This is an academic mentoring programme for a cohort identified from underperforming groups to raise their performance. The progress of these groups is a standing item at departmental and examination review meetings and leaders continue to review their curriculum in order to look for opportunities to further engage these pupils. Leaders have implemented systems that allow more rigorous tracking of pupils’ progress. Middle leaders use this effectively to identify underachievement in Year 11 and, increasingly, for other year groups. Your internal progress information shows that the gap between the progress of boys and girls has narrowed, with the gender gap being broadly in line with national figures. There is more of a mixed picture with the performance of Black Caribbean pupils, who are still making less progress than their peers in Year 11. The performance gap narrows significantly further down the school, where this group makes progress that is broadly in line with that of other pupils. Next steps for the school Leaders and those responsible for governance should ensure that: teaching in science is of a consistently high standard to challenge and support all pupils there are effective strategies in place to support individual students in improving their behaviour.

Heron Hall Academy Parent Reviews



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