Bishop Stopford School A GSG School
- Bishop Stopford School
Headlands
Kettering
Northamptonshire
NN15 6BJ - Head: Jill Silverthorne MA
- T 01536 503503
- F 01536 503217
- E office@bishopstopford.com
- W www.bishopstopford.com/
- A state school for boys and girls aged from 11 to 18.
- Boarding: No
- Local authority: North Northamptonshire
- Pupils: 1487; sixth formers: 405
- Religion: Church of England
- Review: View The Good Schools Guide Review
-
Ofsted:
- Latest Overall effectiveness Requires improvement 1
- 16-19 study programmes Good 1
- Outcomes for children and learners Good 1
- Quality of teaching, learning and assessment Requires improvement 1
- Personal development, behaviour and welfare Requires improvement 1
- Effectiveness of leadership and management Requires improvement 1
- 1 Full inspection 28th June 2022
- Ofsted report: View the Ofsted report
What The Good Schools Guide says..
Parents are very supportive of the school, describing it as ‘easily the best in the area’. Several we spoke to are educationalists and know what a good school should look like – and even they struggled to find fault. Parents say the teachers – many of whom have been here over 10 years – know pupils well and are keen to help them reach their potential. They told us of a ‘culture of high expectations’ and ‘extension work where appropriate’. They get regular updates on progress, ‘and if there are any issues, I’m the first to know’. Some said their children ‘can feel pressure at times’ but ‘they are never pushed to the point where…
What the school says...
Converted to an academy 2011.
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What The Good Schools Guide says
Head
Since 2018, Jill Silverthorne, who joined the school in 2001 as head of English and expressive arts. Grew up in the 1980s in a disadvantaged community in the valleys of south Wales. Always wanted to teach. English degree, PGCE and MA, all from Leicester. Swapped a ‘wonderful 10 years’ of teaching at a sixth form college in Rutland to come here – ‘Most people do it the other way round and my colleagues were shocked,’ she admits. ‘Can I do it?’ she wondered at the time. ‘I genuinely felt like a newly qualified teacher again.’ Clearly she could, as she was swiftly promoted to assistant, then deputy head before landing the top job.
Parents love her sunny disposition, unwavering commitment to valuing the individual, while also having a ‘massive sense...
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Overall school performance (for comparison or review only)
Results by exam and subject
Subject results
Entry/Exit
Special Education Needs
| Condition | Provision for in school |
|---|---|
| ASD - Autistic Spectrum Disorder | Y |
| Aspergers | Y |
| Attention Deficit Hyperactivity Disorders | Y |
| CReSTeD registered for Dyslexia | |
| Dyscalculia | |
| Dysgraphia | |
| Dyslexia | |
| Dyspraxia | |
| English as an additional language (EAL) | |
| Genetic | |
| Has an entry in the Autism Services Directory | |
| Has SEN unit or class | |
| HI - Hearing Impairment | |
| Hospital School | |
| Mental health | |
| MLD - Moderate Learning Difficulty | |
| MSI - Multi-Sensory Impairment | |
| Natspec Specialist Colleges | |
| OTH - Other Difficulty/Disability | |
| Other SpLD - Specific Learning Difficulty | |
| PD - Physical Disability | |
| PMLD - Profound and Multiple Learning Difficulty | |
| SEMH - Social, Emotional and Mental Health | |
| SLCN - Speech, Language and Communication | |
| SLD - Severe Learning Difficulty | |
| Special facilities for Visually Impaired | |
| SpLD - Specific Learning Difficulty | |
| VI - Visual Impairment |
Interpreting catchment maps
The maps show in colour where the pupils at a school came from*. Red = most pupils to Blue = fewest.
Where the map is not coloured we have no record in the previous three years of any pupils being admitted from that location based on the options chosen.
For help and explanation of our catchment maps see: Catchment maps explained
Further reading
If there are more applicants to a school than it has places for, who gets in is determined by which applicants best fulfil the admissions criteria.
Admissions criteria are often complicated, and may change from year to year. The best source of information is usually the relevant local authority website, but once you have set your sights on a school it is a good idea to ask them how they see things panning out for the year that you are interested in.
Many schools admit children based on distance from the school or a fixed catchment area. For such schools, the cut-off distance will vary from year to year, especially if the school give priority to siblings, and the pattern will be of a central core with outliers (who will mostly be siblings). Schools that admit on the basis of academic or religious selection will have a much more scattered pattern.
*The coloured areas outlined in black are Census Output Areas. These are made up of a group of neighbouring postcodes, which accounts for their odd shapes. These provide an indication, but not a precise map, of the school’s catchment: always refer to local authority and school websites for precise information.
The 'hotter' the colour the more children have been admitted.
Children get into the school from here:
regularly
most years
quite often
infrequently
sometimes, but not in this year
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