JCoSS A GSG School
- JCoSS
Castlewood Road
New Barnet
Hertfordshire
EN4 9GE - Head: Dr Melanie Lee BSc (Hons) PhD
- T 020 8344 2220
- F 0871 918 2214
- E admin@jcoss.barnet.sch.uk
- W www.jcoss.org
- A state school for boys and girls aged from 11 to 19.
- Boarding: No
- Local authority: Barnet
- Pupils: 1,339; sixth formers: 354
- Religion: Jewish
- Open days: 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 Outstanding 1
- Personal development, behaviour and welfare Outstanding 1
- Effectiveness of leadership and management Good 1
- 1 Full inspection 9th November 2022
- Previous Ofsted grade: Good on 1st December 2015
- Ofsted report: View the Ofsted report
What The Good Schools Guide says..
One of the distinguishing characteristics of JCoSS is the Jewish education. Students take six lessons a fortnight of Jewish education, five concentrating on Judaism, one on other faiths. ‘The kids ask for it, and we feel part of being Jewish is loving your neighbour and understanding your neighbour’s religion.’ Sport still relatively in its infancy and limited grounds mean it’s unlikely to be a big priority in the immediate future [but Table Tennis is an area of excellence and there are ambitious plans for a centre of excellence]. ‘We need a wider range of sport,’ said one student. Some all-weather pitches and a spacious well-equipped gym...
What the school says...
JCoSS is a high achieving pluralist Jewish school which combines academic excellence, rapid progress for all and a unique welcoming environment in an inspiring £48m building. Our students and their families are aspirational and hugely supportive, drawn from all sectors of the Jewish community. Our strapline is “Achieve, Enrich, Inspire”: we aim to develop students as Mensches – rooted and engaged in their Jewish identity, looking outward to other faiths and to the wider community, and committed to social action. Their outstanding academic progress and outcomes are testament to the quality of our learning ethos and the culture of challenge and support that pervades the school. ...Read more
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What The Good Schools Guide says
Headteacher
Since January 2023, Dr Melanie Lee, previously on a sabbatical to gain insights into teaching, learning and curriculum from a range of schools across the UK which belong to the Research Schools Network. Before that, deputy head at Yavneh College in Borehamwood. Originally an academic, having done her PhD in biology at Imperial, she moved to UCL as a postdoctoral research fellow. Once her children were in primary school, she followed her dream and trained to become a science teacher. At Yavneh College, she gained leadership experience in both pastoral and teaching and learning roles.
Entrance
Around 720 apply for year 7 places here, with about 400 putting it as their first or second choice. The school is mixed ability, but priority goes to Jewish children (proved by attendance at synagogue or involvement with Jewish education...
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Overall school performance (for comparison or review only)
Results by exam and subject
Subject results
Entry/Exit
Special Education Needs
| 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) |
|
| 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 |
|---|---|---|
| Radlett Preparatory School | 2024 | 2 |
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