Acland Burghley School A GSG School
- Acland Burghley School
Burghley Road
London
NW5 1UJ - Head: Mr Nicholas John
- T 020 7485 8515
- F 020 7284 3462
- E [email protected]
- W www.aclandburg…y.camden.sch.uk
- A state school for boys and girls aged from 11 to 18.
- Boarding: No
- Local authority: Camden
- Pupils: 1,174; sixth formers: 271; part of LaSWAP sixth form consortium
- Religion: Does not apply
- Open days: Please see school website for details.
- Review: View The Good Schools Guide Review
-
Ofsted:
- Latest Overall effectiveness Good 1
- 16-19 study programmes Good 2
- Effectiveness of leadership and management Outstanding 2
- 1 Short inspection 19th October 2023
- 2 Full inspection 6th March 2018
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.
- Previous Ofsted grade: Requires improvement on 9th February 2016
- Ofsted report: View the Ofsted report
What The Good Schools Guide says..
A ‘deliberately inclusive school right from the outset’. Creativity is celebrated here – quite literally at the heart of the school, with the innovative Orchestra of the Age of Enlightenment in residence, not just giving the occasional workshop but fully embedded into both curricular and extracurricular life. There’s no regimented approach to discipline here, cheerful social interaction is encouraged not sanctioned; three simple school rules…
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What The Good Schools Guide says
Headteacher
Since 2015, the ‘dynamic and excellent’ Nicholas John. Educated at Ampleforth College, then read classics at Oxford, followed by PGCE at Canterbury Christ Church University and NPQH. Career spent in comprehensive schools, firstly teaching at Springwood High School in King’s Lynn, followed by stints at Rosemary Musker High School and Great Yarmouth High School. In 2009 he got his first senior leadership position as deputy head of St Paul’s Way Trust School in Tower Hamlets, where he helped the school rise in the Ofsted ranks from ‘inadequate’ to ‘outstanding’ in less than four years.
Parents are full of praise for the transformation he’s effected at Burghley – one he describes as a process of ‘co-constructing the educational offer with the local community’ – and applaud the way he has stuck...
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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
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