Hayesfield Girls' School and Mixed Sixth Form A GSG School
- Hayesfield Girls' School and Mixed Sixth Form
Upper Oldfield Park
Bath
BA2 3LA - Head: Mr Philip White
- T 01225 426151
- F 01225 427005
- E information@hayesfield.com
- W www.hayesfield.com
- A state school for girls aged from 11 to 18.
- Boarding: No
- Local authority: Bath and North East Somerset
- Pupils: 1,470; sixth formers: 310 (42 boys)
- Religion: Non-denominational
- Open days: Check school website
- Review: View The Good Schools Guide Review
-
Ofsted:
- Latest Overall effectiveness Good 1
- 16-19 study programmes Outstanding 2
- Effectiveness of leadership and management Good 2
- 1 Short inspection 16th November 2022
- 2 Full inspection 8th March 2017
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: Good on 11th April 2013
- Ofsted report: View the Ofsted report
What The Good Schools Guide says..
It is the simply fabulous Nucleus, a new science centre, which must be the envy of schools up and down the land. Eye-catching design which included student contributions, serious green credentials and extreme functionality (we loved the write-on walls, also in the refurbished maths rooms, with their formulae-in-progress as well as more permanent aperçus, and the witty and efficacious use of hay as an insulating material in the walls) mean it is far more than a pretty face...
What the school says...
Converted to an academy 2011.
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Other features
Choir school - substantial scholarships and bursaries usually available for choristers.
Sports
Unusual sports
Equestrian centre or equestrian team - school has own equestrian centre or an equestrian team.
Rowing
What The Good Schools Guide says
Headteacher
Since September 2022 Mr Philip White BSc PGCE, previously assistant headteacher. With both his degree (biochemistry) and PGCE from Bristol, Mr White has taught at Hayesfield for the last 20+ years.
Entrance
About 180 girls join in year 7 from a variety of local primary and prep schools, mostly in Bath but 20 per cent coming from outside the Greater Bath Consortium; all applications done via the local authority, whose edicts merit careful study. Those with brothers at Beechen, as well as those with sisters here, get priority under the siblings policy. Open days in September and October. School is currently full but not oversubscribed – some parents hedge their bets with abundant Bath independents. At sixth form, 65 new students can join; no more than a quarter of the total sixth form may be boys,...
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Overall school performance (for comparison or review only)
Results by exam and subject
Subject results
Entry/Exit
Special Education Needs
The Learning Support Faculty is a flexible, whole school resource, which responds to needs as they arise. The principle aim of the Faculty is to ensure that the particular special needs of individual students are met, through positive use of all the resources available at the school. The Faculty consists of the SENCo who is the Head of Learning Support, two part-time specialist teachers for dyslexia, two part-time HLTAs, one full-time teaching assistant with BSL and six part-time teaching assistants. We currently have 155 students on the SEN register, nine of these have statements/EHCPs. Hayesfield has a strong tradition of integration and support across the curriculum for pupils with individual SEN. We aim to create a warm, supportive environment in which each student’s confidence and self-esteem can grow and develop resilience, and where each individual feels valued. Our vision for students with SEN : • That they achieve well at school and in further education • Become independent learners with the desires and skills necessary for life-long learning • Make a good transition to adulthood • Lead contented and fulfilled lives. From the start of Year 7 a continuum of support is provided at all levels, based on the following information: • Knowledge and information received by the Head of Faculty and the Head of Year 7, during transition meetings from KS2 to KS3. • KS2 SATS levels received August/Sept • Accelerated Reader Reading Test and Blackwell Spelling Test • NFER Cognitive Abilities Tests (CATS) taken mid-September Many students are aware of their difficulties and are anxious for support. Some students self refer; others are referred by staff or parents. Students are encouraged to discuss their learning and/or behaviour difficulties with support staff. They are helped to understand their needs; how they can improve their skills; to develop coping strategies; and to recognise progress. The SENCo monitors the progress of children with special educational needs using appropriate assessment data. This includes analysis of pupil tracking data, IEP reviews and standardised test results in addition to information from subject teachers, TAs, parents and reports from outside agencies. Provision is then amended to reflect the student’s needs if the expected progress is not made. There is excellent liaison with outside agencies, including educational psychologists, the Sensory Impairment Support Service, speech & language therapy service, Fosseway ASD outreach, and various health services. The Faculty considers parents to be of paramount importance in helping their children to make progress towards independence. We form close links with parents, to work in partnership for the benefit of the student. Workshops are run to inform parents about the interventions we are using and to help them support their student. Parents are regularly invited to school to discuss their child’s progress or to review plans. Parents are always welcome to contact the SENCo about any concerns.
| Condition | Provision for in school |
|---|---|
| ASD - Autistic Spectrum Disorder | Y |
| Aspergers | Y |
| Attention Deficit Hyperactivity Disorders | |
| CReSTeD registered for Dyslexia | |
| Dyscalculia | Y |
| Dysgraphia | Y |
| Dyslexia | Y |
| Dyspraxia | Y |
| English as an additional language (EAL) | |
| Genetic | Y |
| Has an entry in the Autism Services Directory | |
| Has SEN unit or class | |
| HI - Hearing Impairment | Y |
| Hospital School | |
| Mental health | |
| MLD - Moderate Learning Difficulty | Y |
| MSI - Multi-Sensory Impairment | |
| Natspec Specialist Colleges | |
| OTH - Other Difficulty/Disability | |
| Other SpLD - Specific Learning Difficulty | Y |
| PD - Physical Disability | |
| PMLD - Profound and Multiple Learning Difficulty | |
| SEMH - Social, Emotional and Mental Health | |
| SLCN - Speech, Language and Communication | Y |
| 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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