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  • Ark Burlington Danes Academy
    Wood Lane
    W12 0HR
  • Head: Mr Paul Bhatia
  • T 020 8735 4950
  • F 020 8740 5659
  • E [email protected]
  • W
  • A state school for boys and girls aged from 3 to 18.
  • Boarding: No
  • Local authority: Hammersmith & Fulham
  • Pupils: 1284
  • Religion: Church of England
  • Open days: 5th - 9th October 2015
  • Ofsted:
    • Latest Overall effectiveness Requires improvement 1
      • 16-19 study programmes Good 1
      • Early years provision Good 1
      • Effectiveness of leadership and management Good 1
    • 1 Full inspection 2nd October 2018
  • Previous Ofsted grade: Outstanding on 21st November 2013
  • Ofsted report: View the Ofsted report

What the school says...

Formerly Burlington Danes C of E School.

This is not currently a GSG-reviewed school.

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Please note: Independent schools frequently offer IGCSEs or other qualifications alongside or as an alternative to GCSE. The DfE does not record performance data for these exams so independent school GCSE data is frequently misleading; parents should check the results with the schools.

Who came from where

Who goes where

Special Education Needs

We are committed to ensuring that all students, regardless of educational needs or disability can realise their potential. We aim to do this by offering all students a broad and balanced curriculum and where necessary to offer additional support to students who have barriers to their learning. We aim to enable students to become increasingly independent so that they are empowered to be life-long learners. We seek to personalise all that we provide; building on individuals’ strengths and closing the gaps in their skills and understanding. We are committed to ensuring that students with additional educational needs are identified, assessed and adequately supported, and ensure that we meet our statutory responsibilities for students with Statements of special educational needs/EHCPs. Excellent communication with all stakeholders is fundamental and we are committed to ensuring that we maintain good links with parents in their vital role of supporting their child’s additional educational needs and/or disability. The views of parents and students in collaboration with the school determine the nature of the support offered for students. The view that all teachers are teachers of students with additional educational needs is embedded in our ethos. We seek to offer support and guidance to ensure that teachers understand the needs of every child and to regularly, systematically and thoroughly review their progress. We expect teachers to adjust their teaching to enable all children to make the progress they should. Meeting the needs of children with SEND is a whole academy responsibility; accountability at every level will ensure that that we reduce the number of students on our SEND Record of Need. We are committed to ensuring a robust programme of support and tracking for our students with special educational needs and or disabilities. We seek to ensure that clear systems to identify, assessment, support and provision, tracking and monitoring are in place to ensure that students with SEN make progress. Our robust programmes of intervention and support seek to ensure high impact on the progress and well-being of our students. We have high expectations for all our children and seek to ensure that all children make progress in line with ARK’s expectations. We are committed to ensuring that our SENCo has the time and resources to fulfil the demands of the role and the effectiveness of the department, and that the SENCo is working towards or holds relevant SEN qualifications and are committed to ensuring outstanding provision for students with SEND.

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:

most years
quite often
sometimes, but not in this year

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