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  • The Ecclesbourne School
    Wirksworth Road
    Duffield
    Belper
    Derbyshire
    DE56 4GS
  • Head: Mr James McNamara
  • T 01332 840645
  • F 01332 841871
  • E [email protected]….derbyshire.sch.uk
  • W www.ecclesbour…rbyshire.sch.uk
  • A state school for boys and girls aged from 11 to 18.
  • Boarding: No
  • Local authority: Derbyshire
  • Pupils: 1,500
  • Religion: None
  • Review: View The Good Schools Guide Review
  • Ofsted:
    • Latest Overall effectiveness Outstanding 1
      • 16-19 study programmes Outstanding 1
      • Outcomes for children and learners Good 1
      • Quality of teaching, learning and assessment Good 1
      • Effectiveness of leadership and management Outstanding 1
    • 1 Full inspection 17th September 2008
  • Previous Ofsted grade: Outstanding on 8th November 2005
  • Ofsted report: View the Ofsted report

What says..

Intake not particularly diverse but parents said that school is inclusive and celebrates individualism (whether gay, straight, footballing genius or arts fiend). 'There is an expectation that everyone can be themselves.’ A parent said the school had spotted her child needed motivating and had gone out of its way to pique his interest. ‘They see the person behind it all; they are not just about achieving academic stats.' Great enthusiasm about a recent West Side Story production: ‘one of the highlights of my school career’...

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What the school says...

Converted to an academy 2011.

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What The Good Schools Guide says

Head

Since 2011, James McNamara BA (history, Manchester University), who joined the school in 2003 and rapidly climbed the career ladder. While great teachers generally have an inconvenient habit of bouncing off to another school in search of promotion, Ecclesbourne’s strategy of accelerated progression and development for teachers is all about conserving its gold reserves (school has only had four heads in its 60 year history). Retention is one reason, head suggests, for the school’s great academic results and the latter is certainly a dominant draw for the majority of parents whose children are lucky enough to get a place.

The knot of factors which results in its extremely good crop of results, year on year, is hard to unpick. Aside from blood, sweat and tears, Mr McNamara quips, the primary reason...

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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

Enhanced Learning provision at Ecclesbourne School is additional to, or otherwise different from the provision made for other students within the school: for example, individual or small group lessons within the Enhanced Learning Faculty, in-class support, Individualised Education Plans or a differentiated curriculum. Ecclesbourne School recognises that children have special educational needs if they: i.have problems in learning or in acquiring basic skills functionally; ii.have a disability which prevents or hinders them from making the appropriate use of educational facilities provided for children of the same age in schools within the area. For those students within the normal area served by the school, the Head of Enhanced Learning contacts, and visits, all partner primary schools in May/June of each year to discuss, in detail, students with any type of special need. Much earlier contact is maintained as appropriate, with school, parents, education psychologists, the primary support teaching service, advisory teachers, medical staff etc. For students with a statements of special educational need, significant physical disabilities or other severe learning/health problems. The views of special needs students and their parents are also sought and welcomed prior to entry. Statemented students and their parents visit the school at least twice and the students concerned will be seen in their existing schools by the Head of Enhanced Learning.

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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


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