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  • Hayesfield Girls' School and Mixed Sixth Form
    Upper Oldfield Park
    Bath
    BA2 3LA
  • Head: Miss Emma Yates
  • T 01225 426151
  • F 01225 427005
  • E [email protected]
  • W www.hayesfield.com
  • A state school for girls aged from 11 to 18.
  • Boarding: No
  • Local authority: Bath and North East Somerset
  • Pupils: 1,340; sixth formers: 281 (including 60 boys)
  • Religion: Non-denominational
  • Open days: September, October and November
  • Review: View The Good Schools Guide Review
  • Ofsted:
    • Latest Overall effectiveness Good 1
      • 16-19 study programmes Outstanding 1
      • Outcomes for children and learners Good 1
      • Quality of teaching, learning and assessment Good 1
      • Personal development, behaviour and welfare Good 1
      • Effectiveness of leadership and management Good 1
    • 1 Full inspection 9th March 2017
  • Previous Ofsted grade: Good on 12th April 2013
  • Ofsted report: View the Ofsted report

What 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...

Read review »

What the school says...

Converted to an academy 2011.

What the parents say...

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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 2014, Emma Yates (early 40s) BEng (Sheffield). She came to Hayesfield by means of unswerving resolve – ‘I knew from the age of 7 that I wanted to be a teacher’ - and a swift ascent up the rungs of science teaching and preparatory stages of headship, her last post being at highly regarded Backwell School. Now a staunch advocate of single sex education, her views are reinforced by previous spells at mixed schools, where she experimented with single sex science sets – and watched results rocket. ‘I wanted science to become a more equitable experience, where the girls can’t just sit back and let the boys get on with it’. This empowering of girls spills over into the rest of life at Hayesfield, where the calm, collaborative, academically serious atmosphere is appreciated...

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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

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

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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

Who came from where


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