JFS A GSG School
- JFS
The Mall
Kenton
Harrow
HA3 9TE - Head: Dr David Moody
- T 020 8206 3100
- F 020 8206 3101
- E admin@jfs.brent.sch.uk
- W jfs.brent.sch.uk/
- A state school for boys and girls aged from 11 to 19.
- Boarding: No
- Local authority: Brent
- Pupils: 1,962; sixth formers: 463
- Religion: Jewish
- Open days: Every term
- Review: View The Good Schools Guide Review
-
Ofsted:
- Latest Overall effectiveness Good 1
- 16-19 study programmes Good 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 4th April 2022
- Previous Ofsted grade: Inadequate on 30th April 2021
- Ofsted report: View the Ofsted report
What The Good Schools Guide says..
Consistently in the top one per cent of non-selective schools nationally, JFS continues to
achieve pretty stunning results. Year 7 pupils are set for maths, Jewish studies, Hebrew
and PE. Excellent support for both high and lower ability students. Modern languages,
which had something of a battering from parents in our last review, has had a big
recruitment drive. Discipline at the school is now ‘bang on,’ we heard. Pupils are being pulled up for the things that matter’, one parent told us. Zero tolerance policy to...
What the school says...
JFS is a co-educational inclusive, modern, orthodox, Jewish school that strives to produce well-educated, faithful and proud Jews who will be responsible and contributing members of society. JFS is a truly wonderful school. This is clear from our stunning annual public examination results which see us consistently placed in the top five schools in the country outside the independent sector. ...Read more
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Curricula
Cambridge Pre-U - an alternative to A levels, with all exams at the end of the two-year course.
What The Good Schools Guide says
Headteacher
Since 2021, Dr David Moody, previously at the Academies Enterprise Trust, overseeing 10 secondary schools - good experience, ‘but too administrative and you are always working under somebody else’s vision.’ Swooped in to turnaround JFS after it had been placed into ‘special measures’ (taking over from Sir Michael Wilshaw and Dame Joan McVittie, both of whom had been drafted in after the school’s much publicised fall from grace).
Holds a PhD in organic chemistry from Cambridge University. Enjoyed teaching undergraduates in the labs (‘a light relief from testing chemical reactions all day’) so much that he joined the fast-track teacher training scheme. Cut his teeth at Robert Clack in Dagenham, ‘an outstanding school in a tough area,’ becoming head of sixth form after just a year. In need of a break,...
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Overall school performance (for comparison or review only)
Results by exam and subject
Subject results
Entry/Exit
Special Education Needs
At JFS we have a large Special Education Needs (SEND) department with dedicated and professional learning assistants and mentors. The aim of SEND provision is to promote the development of individual students to help them achieve their full potential, to encourage and develop self-confidence and to prepare students for the opportunities, responsibilities and experiences of adult life. We ensure access to a broad, balanced and differentiated curriculum relevant to all children’s needs. We are committed to the integration of students with a wide range of needs and provide support throughout the School. SEND staff work enthusiastically and productively across the curriculum. The SEND department has a suite of three, well equipped, dedicated teaching rooms which are located in a safe and secure setting in the central part of the School. We have a dedicated SEND teacher to work with a small nurture group in KS3 who have targeted support for numeracy and literacy and a nurture Group in KS4 for students who cannot access the English and Maths GCSE. We are committed to promoting positive mental health and wellbeing and have a strong pastoral support structure as well in-house counselling, a social worker and an emotional wellbeing practitioner.
| Condition | Provision for in school |
|---|---|
| ASD - Autistic Spectrum Disorder | Y |
| Aspergers | Y |
| Attention Deficit Hyperactivity Disorders | Y |
| CReSTeD registered for Dyslexia | |
| Dyscalculia | Y |
| Dysgraphia | |
| Dyslexia | Y |
| Dyspraxia | Y |
| English as an additional language (EAL) | Y |
| Genetic | |
| Has an entry in the Autism Services Directory | |
| Has SEN unit or class | Y |
| HI - Hearing Impairment | Y |
| Hospital School | |
| Mental health | Y |
| MLD - Moderate Learning Difficulty | |
| MSI - Multi-Sensory Impairment | |
| Natspec Specialist Colleges | |
| OTH - Other Difficulty/Disability | |
| Other SpLD - Specific Learning Difficulty | Y |
| PD - Physical Disability | Y |
| PMLD - Profound and Multiple Learning Difficulty | |
| SEMH - Social, Emotional and Mental Health | Y |
| SLCN - Speech, Language and Communication | |
| SLD - Severe Learning Difficulty | |
| Special facilities for Visually Impaired | |
| SpLD - Specific Learning Difficulty | Y |
| VI - Visual Impairment | Y |
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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