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  • Guru Nanak Sikh Academy
    Springfield Road
    UB4 0LT
  • Head: Mr Jaskamal Sidhu
  • T 020 8573 6085
  • F 020 8561 6772
  • E [email protected]
  • W www.gurunanaks…
  • A state school for boys and girls aged from 4 to 18.
  • Boarding: No
  • Local authority: Hillingdon
  • Pupils: 1574
  • Religion: Sikh
  • Ofsted:
    • Latest Overall effectiveness Good 1
      • 16-19 study programmes Good 1
      • Early years provision Good 1
      • Outcomes for children and learners Good 1
      • Quality of teaching, learning and assessment Outstanding 1
      • Personal development, behaviour and welfare Good 1
      • Effectiveness of leadership and management Good 1
    • 1 Full inspection 24th May 2023
  • Previous Ofsted grade: Good on 10th June 2014
  • Ofsted report: View the Ofsted report

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 strive to be an Inclusive school. This means that we aim to provide equal opportunities for all our students regardless of their age, gender, ethnicity, disability, attainment or background. We pay particular attention to the provision made for students and the progress made by each student. The school aims to provide all our students with a broad, balanced, relevant and differentiated curriculum. We aim to provide the necessary support to those who are experiencing learning difficulties, or whose educational development is hampered by physical, sensory, emotional or linguistic problems. It is also an expectation that pupils of exceptional ability should be challenged so that they make progress appropriate to their ability. Assessing and Screening Early identification of learning difficulties is a priority. We liaise with our feeder primary schools to identify students who may experience difficulties on transfer. Visits are made to primary schools to discuss concerns with teachers, parents and students so as to ensure continuity of provision. All new pupils are tested as part of the induction procedure to give a norm-referenced baseline of ability, in addition to achievement in literacy and numeracy. Standardised scores from Cognitive Abilities (CATs) Tests, reading ages and spelling ages are calculated and handwriting skills are assessed. A ‘Staged’ model, in line with the SEN Code of Practice, has been developed. Children with SEN are placed at one of four levels on the SEN register (Monitoring, School Action, School Action Plus, Statement). Appropriate records are kept and any child placed at School Action or above has an Individual Education Plan; this clearly identifies special needs and SEN provision. All subject teachers are provided with an ‘Inclusion List’ that identifies SEN students as well as highlighting other concerns. The Inclusion Manager meets each half term with our educational psychologist to discuss concerns and to plan our provision. We liaise closely with the LEA Advisory teachers to ensure that students receive appropriate provision. Most students identified as requiring support will be supported through a differentiated curriculum. Those students who have a Statement of Educational Need have additional provision as identified in their statement. We currently have two full-time SEN Learning Support Assistants who support across the school. They and the teaching staff are encouraged to attend relevant SEN training. The School is committed to including parents in all aspects of their child’s education. Parents are kept informed of progress by regular contact through homework diary, school reports, and review meetings. They are encouraged to participate fully in the IEP / Annual Reviews and in their child’s educational programme. An annual report is presented to the school’s Senior Management Team. A presentation is made to the Governing Body each year and termly reports are also submitted to governors.

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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