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  • Hall Cross Academy
    Thorne Road
    Doncaster
    South Yorkshire
    DN1 2HY
  • Head: Ms Pippa Dodgshon
  • T 01302 320626
  • F 01302 322190
  • E [email protected]
  • W hallcrossacademy.co.uk
  • A state school for boys and girls aged from 11 to 18.
  • Boarding: No
  • Local authority: Doncaster
  • Pupils: 1945
  • Religion: Does not apply
  • Ofsted:
    • Latest Overall effectiveness Good 1
      • Effectiveness of leadership and management Good 2
    • 1 Short inspection 13th March 2018
    • 2 Full inspection 30th April 2014

    Short inspection reports only give an overall grade; you have to read the report itself to gauge whether the detailed grading from the earlier full inspection still stands.

  • Previous Ofsted grade: Requires improvement on 12th December 2012
  • Ofsted report: View the Ofsted report

What the school says...

Converted to an academy 2012

This is not currently a GSG-reviewed school.

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Please note: Independent schools frequently offer IGCSEs or other qualifications alongside or as an alternative to GCSE. The DfE does not record performance data for these exams so independent school GCSE data is frequently misleading; parents should check the results with the schools.

Who came from where

Who goes where

Special Education Needs

Hall Cross School is a two site school. The Lower School is for KS3 students. The Upper School is for KS4 students and sixth formers. The SEN provision is different on each site. Lower School Standard courses we offer students on our register:- SuccessMaker - up to two lessons per week on reading, spelling and maths. The students follow an individually tailored learning programme Corrective Reading – one lesson a week to all students with a reading age less than 9 years. This is a structured reading scheme delivered in small groups and teaches decoding, encoding, word attack skills and basic comprehension and punctuation. Specialist Courses Specialist teaching for students with a statement for dyslexia. This may be available to students who do not have a statement but who we assess as having dyslexia. Also at upper school. Toe by Toe – a highly structured reading scheme delivered on a one to one basis by our highly trained teaching assistants for 15 minutes three times a week. Also at upper school. Typequick – a programme to teach keyboard skills to students with dyspraxia or students who have poor handwriting. Usually takes place three times a week during registration. Mastering Memory – delivered by trained teaching assistants who work with students who have been identified as having problems with their visual or auditory memory. This is usually delivered twice a week for about half a term during registration. Word Wasp – a highly structured spelling programme delivered by dyslexia specialist teachers to students who can read but have severe problems with spelling. The students have up to two 15 minute sessions per week when the specialist teacher can fit them in. Available at upper school also. Voice Activated software – training is available to any student who finds writing difficult but who has plenty of ideas and may be underachieving. Available at upper school also. DDAT – certain students are involved on this innovative, experimental programme. The programme is designed for students with dyslexia or dyspraxia and involves the students working twice daily with teaching assistants to do tailored exercises aimed at developing their cerebellum. The exercises are undertaken before school in the morning and during lesson 6 in the afternoon. The students involved will need to be allowed out of lesson 6 for approximately 15 minutes. Available at upper school also. In class support – all bottom set English classes receive one lesson per week support from SENCO who works with the English teacher on a structured reading scheme. Additional withdrawal Maths - support for less able pupils. Teaching assistants support statemented students in some of their English, Maths and Science lessons. Upper School Destinations – similar to SuccessMaker. Students in the lower sets at Maths and English work with a teacher and a specialist teaching assistant on basic English and numeracy tasks. Classes receive one lesson per week support from SENCO. Maths support by KS4 Co-coordinator in class. Behaviour counselling with KS4 Co-ordinator. In class support in English, Maths and Science with our expert teaching assistants who have specialised in specific subjects and they support our students with special reference to coursework. In class support – all bottom set English classes. What the SEN Dept can assess:- Reading age – there is a regular screening programme for all students on SEN list. Spelling age – this is assessed along with the reading age at specified times. Dyslexic screening – we can assess any student you feel may have a specific learning difficulty. Vision screening Visual perceptual difficulties – some students are sensitive to certain colours that cause them to have difficulties in reading and writing . Learning style – we can assess the preferred learning style of students. In Year 9 all students are screened to see if they qualifiy for access arrangements in public examinations.

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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