Ashmole Academy A GSG School
- Ashmole Academy
Cecil Road
London
N14 5RJ - Head: Mr Dhinsa
- T 020 8361 2703
- F 020 8368 0315
- E office@ashmoleacademy.org
- W www.ashmoleacademy.org
- A state school for boys and girls aged from 11 to 18.
- Boarding: No
- Local authority: Barnet
- Pupils: 1,819; sixth formers: 522
- Religion: Non-denominational
- Open days: September/October
- 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 Outstanding 1
- Personal development, behaviour and welfare Outstanding 1
- Effectiveness of leadership and management Outstanding 1
- 1 Full inspection 30th November 2021
- Ofsted report: View the Ofsted report
What The Good Schools Guide says..
High results are sustained year after year and knock the socks off other non-selective schools in the area. Strong on value added too. Anyone can achieve here, we were told - boys, girls, the less motivated, ‘everyone does better than they think they will’. Close monitoring and regular assessments are considered the magic ingredient. The corridors are large, open and wide with CCTV cameras to deter and spot any deviant behaviour or bullying (right from the planning stage, the school insisted on no ‘little cul-de-sacs’ where vulnerable students could be cornered); students and parents report that there is now very little, if any, of either. If there was a Good Schools Guide prize for ...
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What The Good Schools Guide says
Executive head teacher
Since 2021, Tim Sullivan, executive headteacher of Ashmole Trust.
Since September 2023, Balbinder Dhinsa, headteacher.
Entrance
More than 1,500 apply for the 261 year 7 places (now nine-form entry), with a recent spike in the number of places taken by siblings (140 the year we visited – the highest ever). The commitment to siblings aside, you’ll get in if you have a looked-after child or live very close – otherwise no chance, with the catchment area having recently decreased from an already small 0.6km to an even tighter 0.4km. Up to 20 music aptitude places; these pupils, along with others who show talent, are placed on the music scholarship programme.
At sixth form, the school usually takes 50-60 external applications (although that figure may be on the rise – it...
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Overall school performance (for comparison or review only)
Results by exam and subject
Subject results
Entry/Exit
Special Education Needs
Students of all abilities are regarded as equals and should participate and derive benefit from mainstream classroom experiences. However it is paramount to meet the Special Educational Needs (SEN) of individual students. Support is mainly in-class and students with SEN are the responsibility of all teachers. Small group and one-to-one teaching is used to enhance inclusion and not exclude students from the secondary curriculum. SEN support aims to ensure that all students fulful their potential.
| Condition | Provision for in school |
|---|---|
| ASD - Autistic Spectrum Disorder
Might cover/be referred to as;
ASD - Autistic Spectrum Disorder, Aspergers, Autism, High functioning autism, Neurodivergent, Neurodiversity, Pathological Demand Avoidance (PDA), PDA , Social skills, Sensory processing disorder |
Y |
| HI - Hearing Impairment
Might cover/be referred to as;
Hearing Impairment, HI - Hearing Impairment |
|
| MLD - Moderate Learning Difficulty
Might cover/be referred to as;
Learning needs, MLD - Moderate Learning Difficulty |
|
| MSI - Multi-Sensory Impairment
Might cover/be referred to as;
MSI - Multi-Sensory Impairment, Sensory processing |
|
| OTH - Other Difficulty/Disability
Might cover/be referred to as;
Downs Syndrome, Epilepsy, Genetic , OTH - Other Difficulty/Disability, Tics, Tourettes |
|
| PD - Physical Disability
Might cover/be referred to as;
PD - Physical Disability |
|
| PMLD - Profound and Multiple Learning Difficulty
Might cover/be referred to as;
Complex needs, Global delay, Global developmental delay, PMLD - Profound and Multiple Learning Difficulty |
|
| SEMH - Social, Emotional and Mental Health
Might cover/be referred to as;
Anxiety , Complex needs, Emotionally based school avoidance (EBSA), Mental Health, SEMH - Social, Emotional and Mental Health, Trauma |
|
| SLCN - Speech, Language and Communication
Might cover/be referred to as;
DLD - Developmental Language Disorder, Selective mutism, SLCN - Speech, Language and Communication |
|
| SLD - Severe Learning Difficulty
Might cover/be referred to as;
Complex needs, SLD - Severe Learning Difficulty, Cerebral Palsy (CP) |
|
| SpLD - Specific Learning Difficulty
Might cover/be referred to as;
ADHD, Attention Deficit Hyperactivity Disorder (ADHD), Auditory Processing, DCD, Developmental Co-ordination Difficulties (DCD), Dyscalculia, Dysgraphia, Dyslexia, Dyspraxia, Handwriting, Other specific learning difficulty, SpLD - Specific Learning Difficulty, Oppositional Defiant Disorder (ODD) |
Y |
| VI - Visual Impairment
Might cover/be referred to as;
Special facilities for Visually Impaired, 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
Who came from where
| School | Year | Places | Scholarships | Description |
|---|---|---|---|---|
| Keble Prep School | 2024 | 1 | 1 | 1 Music Scholarship |
| Radlett Preparatory School | 2024 | 1 |
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