Neighbouring Schools

When deciding upon the school for your child, it is important to investigate its neighbours, as they can impact on its status and success.

• A grammarState grammar schools are selective schools. They have an entrance test, often still called the 11 plus exam, which selects the most academic students. Relatively few areas still have grammar schools. school in an area where most schools are comprehensiveComprehensives are state schools which admit a cross section of students from the communityCommunity schools are the standard type of maintained, state school. with a range of academic abilities., will have an effect on the intake of all neighbouring schools, even those in a different LEAThe LEA, local education authority, is in charge of delivering education for the council in a borough or county.. It is inevitable that the grammarState grammar schools are selective schools. They have an entrance test, often still called the 11 plus exam, which selects the most academic students. Relatively few areas still have grammar schools. school will cream off many higher ability students, which will leave neighbouring schools without the ‘top’ ten percent of students by academic ability in their cohorts.
• Popular single sex schools can affect the intake of their neighbouring mixed schools by leaving them with a gender imbalance.
• The intake of an under-subscribed school will be affected by an over-subscribed school in the same area. Some students will attend the under-subscribed school only until they can move to a vacancy at the oversubscribed school. Their move may have a negative effect on the value addedIf a school adds value, it means that it has managed to support its students in reaching a higher grade than they were originally predicted. Schools can use key stage 2 and 3* levelsAt key stage 2* and key stage 3* students are awarded National Curriculum levels to measure academic progressSchools are measured nationally according to attainment and progress. Progress is how well pupils have done given their starting points. For example, pupils' progress from key stage 2 to key stage 4 is measured.. The levels go from level 1 to level 8. In Year 9*, level 5 is the average nationally.* to measure how much value has been added. For example, a student with a level 5 at key stage 3* is normally predicted a grade ‘C’ at GCSEGCSEs, (General Certificate of Secondary Education) are the key qualification students take at key stage 4* when they are 16.They replaced ‘O’ Levels. Most schools make English, Maths and Science GCSEs obligatory. GCSEs have grades from A*–U. In the eyes of schools, colleges and the government, a ‘C’ grade is in effect a pass, a ‘D’ grade or below is a fail. Many further education* courses demand that students achieve five GCSEs at grades A*–C.*. If that student then goes on to get a ‘B’ at GCSEGCSEs, (General Certificate of Secondary Education) are the key qualification students take at key stage 4* when they are 16.They replaced ‘O’ Levels. Most schools make English, Maths and Science GCSEs obligatory. GCSEs have grades from A*–U. In the eyes of schools, colleges and the government, a ‘C’ grade is in effect a pass, a ‘D’ grade or below is a fail. Many further education* courses demand that students achieve five GCSEs at grades A*–C., then the school has added value. score of the under-subscribed school.
• If there are schools which can select, for example academiesAcademies are privately sponsored, but are still state schools. Previously failing schools which have closed have been reAlso known as ‘Religious Studies' (RS). RE, Religious Education, is a compulsory subject in state* schools.-launched as Academies. Some Academies are new build with extensive resources., faith, or specialistSpecialist Schools specialise in a particular curriculum area. In the past, they had to apply to the DfES* to be designated as specialist, and they were given extra money to develop resources in their specialist area. These schools can also prioritise 10% of their places for students with a particular aptitude in the specialism, although few do. Specialist schools are often called colleges, for example, Science and Technology Colleges. in an area, then neighbouring schools may lose students as a result.
• If there is an academyAcademies are privately sponsored, but are still state schools. Previously failing schools which have closed have been reAlso known as ‘Religious Studies' (RS). RE, Religious Education, is a compulsory subject in state* schools.-launched as Academies. Some Academies are new build with extensive resources. or a brand new school in the area, then this can have an effect on neighbouring schools. A school that was once oversubscribed can become undersubscribed because of demand for places at a brand new school nearby, or because of the high promotion of an academyAcademies are privately sponsored, but are still state schools. Previously failing schools which have closed have been reAlso known as ‘Religious Studies' (RS). RE, Religious Education, is a compulsory subject in state* schools.-launched as Academies. Some Academies are new build with extensive resources..
• It is important to bear in mind then that the GCSEGCSEs, (General Certificate of Secondary Education) are the key qualification students take at key stage 4* when they are 16.They replaced ‘O’ Levels. Most schools make English, Maths and Science GCSEs obligatory. GCSEs have grades from A*–U. In the eyes of schools, colleges and the government, a ‘C’ grade is in effect a pass, a ‘D’ grade or below is a fail. Many further education* courses demand that students achieve five GCSEs at grades A*–C. results and value addedIf a school adds value, it means that it has managed to support its students in reaching a higher grade than they were originally predicted. Schools can use key stage 2 and 3* levelsAt key stage 2* and key stage 3* students are awarded National Curriculum levels to measure academic progressSchools are measured nationally according to attainment and progress. Progress is how well pupils have done given their starting points. For example, pupils' progress from key stage 2 to key stage 4 is measured.. The levels go from level 1 to level 8. In Year 9*, level 5 is the average nationally.* to measure how much value has been added. For example, a student with a level 5 at key stage 3* is normally predicted a grade ‘C’ at GCSEGCSEs, (General Certificate of Secondary Education) are the key qualification students take at key stage 4* when they are 16.They replaced ‘O’ Levels. Most schools make English, Maths and Science GCSEs obligatory. GCSEs have grades from A*–U. In the eyes of schools, colleges and the government, a ‘C’ grade is in effect a pass, a ‘D’ grade or below is a fail. Many further education* courses demand that students achieve five GCSEs at grades A*–C.*. If that student then goes on to get a ‘B’ at GCSEGCSEs, (General Certificate of Secondary Education) are the key qualification students take at key stage 4* when they are 16.They replaced ‘O’ Levels. Most schools make English, Maths and Science GCSEs obligatory. GCSEs have grades from A*–U. In the eyes of schools, colleges and the government, a ‘C’ grade is in effect a pass, a ‘D’ grade or below is a fail. Many further education* courses demand that students achieve five GCSEs at grades A*–C., then the school has added value. score of a school are likely to be affected by its neighbours.

Further Information

LEAThe LEA, local education authority, is in charge of delivering education for the council in a borough or county.

When choosing the right school for your child, research its neighbours too. They can give you key information about your preferred school.

Open Evening

If a school you are interested in is in the same locality as a single sex school, ask them about gender ratios in their classes.

Case Study

Summary