Mill Hill County High School A GSG School
- Mill Hill County High School
Worcester Crescent
London
NW7 4LL - Head: Andy Stainton
- T 0844 477 2424
- F 020 8959 6514
- E [email protected]
- W www.mhchs.org.uk/
- A state school for boys and girls aged from 11 to 18.
- Boarding: No
- Local authority: Barnet
- Pupils: 1,691; sixth formers: 442
- Religion: Non-denominational
- Open days: September; Sixth Form Open Evening: November
- Review: View The Good Schools Guide Review
-
Ofsted:
- Latest Overall effectiveness Good 1
- Effectiveness of leadership and management Good 2
- 1 Short inspection 22nd September 2021
- 2 Full inspection 6th March 2012
Short inspection reports only give an overall grade; you have to read the report itself to gauge whether the detailed grading from the earlier full inspection still stands.
- Ofsted report: View the Ofsted report
What The Good Schools Guide says..
One of the country’s highest performing comprehensives. The school prides itself on its extracurricular offering, but there’s little doubt that music is the jewel in the crown. The head sees uniform as a means of setting the expectation bar. ‘We’re very clear about what we say and insist that what we say is done. We aren’t repressive, but you’d be unlikely to see anyone with their shirt tails not tucked in or their ties not...
What the school says...
Converted to an academy 2011.
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What The Good Schools Guide says
Headteacher
Since 2019, Andy Stainton, who had been working as an independent education and school improvement consultant. Most recently, he headed Kingsbury High for nine months in 2017-18. Degree in drama and spoken language from the Central School of Speech and Drama, plus an MBA in educational management from Leicester. Senior leadership experience includes assistant head at Hertswood School, deputy head at Edmonton County, headteacher at Cheshunt and associate principal at Oasis Academy Shirley Park.
Entrance
Mill Hill has entrance criteria guaranteed to drive north London parents into a neurotic frenzy, with 243 places at 11 sliced up into small-print subsections. Lucky locals can benefit from one of the 90 guaranteed ‘geography’ places. But distance from the gates is frighteningly close (rather less than a mile). Siblings, too, are ensured a desk. After that, children of members...
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Overall school performance (for comparison or review only)
Results by exam and subject
Subject results
Entry/Exit
Special Education Needs
The school has an Inclusive Learning Team, which supports students with a whole range of Special Educational Needs. The majority of additional support is offered via in-class support with limited provision outside the classroom. The school's philosophy is to provide an appropriate and inclusive learning environment in the classroom, reducing the necessity for specialist provision outside the classroom. As an Inclusion Team we address a wide range of needs covering learning, emotional and behavioural difficulties. However we do not offer a specific specialist provision. The Inclusive Learning Department is situated upstairs in a quiet part of the school providing two large classrooms, which have computers, linked to the school curriculum network. The department is open from 8.00am to 4.30pm. 10-09
| Condition | Provision for in school |
|---|---|
| ASD - Autistic Spectrum Disorder | |
| Aspergers | Y |
| Attention Deficit Hyperactivity Disorders | Y |
| CReSTeD registered for Dyslexia | |
| Dyscalculia | |
| Dysgraphia | |
| Dyslexia | |
| Dyspraxia | |
| English as an additional language (EAL) | |
| Genetic | |
| Has an entry in the Autism Services Directory | |
| Has SEN unit or class | |
| HI - Hearing Impairment | |
| Hospital School | |
| Mental health | |
| MLD - Moderate Learning Difficulty | |
| MSI - Multi-Sensory Impairment | |
| Natspec Specialist Colleges | |
| OTH - Other Difficulty/Disability | |
| Other SpLD - Specific Learning Difficulty | |
| PD - Physical Disability | |
| PMLD - Profound and Multiple Learning Difficulty | |
| SEMH - Social, Emotional and Mental Health | |
| SLCN - Speech, Language and Communication | |
| SLD - Severe Learning Difficulty | |
| Special facilities for Visually Impaired | |
| SpLD - Specific Learning Difficulty | |
| 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
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