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  • Ashmole Academy
    Cecil Road
    London
    N14 5RJ
  • Head: Mr Derrick Brown
  • T 020 8361 2703
  • F 020 8368 0315
  • E [email protected]
  • W www.ashmoleacademy.org
  • A state school for boys and girls aged from 11 to 18.
  • Boarding: No
  • Local authority: Barnet
  • Pupils: 1,570; sixth formers: 323
  • Religion: Non-denominational
  • Open days: September/October
  • Review: View The Good Schools Guide Review
  • Ofsted:
    • Latest Overall effectiveness Outstanding 1
      • 16-19 study programmes Outstanding 1
      • Outcomes for children and learners Outstanding 1
      • Quality of teaching, learning and assessment Good 1
      • Effectiveness of leadership and management Outstanding 1
    • 1 Full inspection 25th January 2007
  • Ofsted report: View the Ofsted report

What says..

High results are sustained year after year and knock the socks off other non-selective schools in the area. Strong on value added too. Anyone can achieve here, we were told - boys, girls, the less motivated, ‘everyone does better than they think they will’. Close monitoring and regular assessments are considered the magic ingredient. The corridors are large, open and wide with CCTV cameras to deter and spot any deviant behaviour or bullying (right from the planning stage, the head insisted on no ‘little cul-de-sacs’ where vulnerable students could be cornered); students and parents report that there is now very little, if any, of either. If there was a Good Schools Guide prize for ...

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What the school says...

Converted to an academy 2010.

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What The Good Schools Guide says

Head teacher

Since 1997, Derrick Brown MA MBA DipEd – degree subjects psychology and business. Mid 60s but, much to the glee of parents and pupils, ‘nowhere near retiring’. Previously vice principal at Leigh City Technology College in Dartford and then senior deputy at Cranford School. Originally a scientist but changed career when he realised it wasn’t all about ‘filling pretty liquids into tubes. It was actually quite isolating and I’m a people person.’ He was advised at the time to become either a teacher or a prison governor. He opted for the former.

Indomitable, earnest and tirelessly focused, he is a seriously (and serious – we found humour quite thin on the ground in this school) successful head. It was his own ‘not great’ secondary school that was largely responsible...

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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

Students of all abilities are regarded as equals and should participate and derive benefit from mainstream classroom experiences. However it is paramount to meet the Special Educational Needs (SEN) of individual students. Support is mainly in-class and students with SEN are the responsibility of all teachers. Small group and one-to-one teaching is used to enhance inclusion and not exclude students from the secondary curriculum. SEN support aims to ensure that all students fulful their potential.

Condition Provision for in school
ASD - Autistic Spectrum Disorder Y
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

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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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