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  • JFS
    The Mall
    Kenton
    Harrow
    HA3 9TE
  • Head: Rachel Fink
  • T 020 8206 3100
  • F 020 8206 3101
  • E [email protected]
  • W jfs.brent.sch.uk/
  • A state school for boys and girls aged from 11 to 19.
  • Boarding: No
  • Local authority: Brent
  • Pupils: 2059; sixth formers: 533
  • Religion: Jewish
  • Open days: Virtual Open Evening Wednesday 14 October 2020
  • Review: View The Good Schools Guide Review
  • Ofsted:
    • Latest Overall effectiveness Inadequate 1
      • 16-19 study programmes Good 1
      • Outcomes for children and learners Good 1
      • Quality of teaching, learning and assessment Inadequate 1
      • Personal development, behaviour and welfare Inadequate 1
      • Effectiveness of leadership and management Inadequate 1
    • 1 Full inspection 30th November -0001
  • Previous Ofsted grade: Good on 30th November -0001
  • Ofsted report: View the Ofsted report

What says..

It admits children from a wide variety of Jewish families, both practising and secular: ‘The school prepares you to mix with any background,’ said a very likeable sixth former, 'and it’s a great place for the secular as well as the observant.’ Jewish studies widely regarded as excellent - it has won universal praise for its intellectual breadth and inclusivity. ‘It’s been taught in a way that’s allowed my son to challenge the material, rather than trying to indoctrinate him,’ said one parent...

Read review »

What the school says...

JFS is a co-educational inclusive, modern, orthodox Jewish school that strives to produce well-educated, faithful and proud Jews who will be responsible and contributing members of society. JFS is a truly wonderful school. This is clear from our stunning annual public examination results which see us consistently placed in the top five schools in the country outside the independent sector. ...Read more

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Curricula

Cambridge Pre-U - an alternative to A levels, with all exams at the end of the two-year course.

What The Good Schools Guide says

Headteacher

Since June 2018 Rachel Fink, previously head of Hasmonean Girls School. A chemistry graduate from UCL, she has an MA in Jewish studies from King's College London and a teaching degree from Michlalah, Jerusalem College for Women. She spent 10 years teaching science in high schools in Israel, is a graduate of Cambridge University's Co-Exist interfaith leadership programme and has been a member of Partnerships for Jewish Schools' (Pajes) working party on mental health. A former JFS student herself (and head girl), she was drawn to the post of headship at JFS after her husband saw it advertised: ‘I thought wow! This is the opportunity to be head of the school that taught me so much.’

We weren’t quite sure what to expect prior to our meeting this head. In her...

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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

At JFS we have a large Special Education Needs (SEND) department with dedicated and professional learning assistants and mentors. The aim of SEND provision is to promote the development of individual students to help them achieve their full potential, to encourage and develop self-confidence and to prepare students for the opportunities, responsibilities and experiences of adult life. We ensure access to a broad, balanced and differentiated curriculum relevant to all children’s needs. We are committed to the integration of students with a wide range of needs and provide support throughout the School. SEND staff work enthusiastically and productively across the curriculum. The SEND department has a suite of three, well equipped, dedicated teaching rooms which are located in a safe and secure setting in the central part of the School. We have a dedicated SEND teacher to work with a small nurture group in KS3 who have targeted support for numeracy and literacy and a nurture Group in KS4 for students who cannot access the English and Maths GCSE. We are committed to promoting positive mental health and wellbeing and have a strong pastoral support structure as well in-house counselling, a social worker and an emotional wellbeing practitioner.

Condition Provision for in school
ASD - Autistic Spectrum Disorder Y
Aspergers Y
Attention Deficit Hyperactivity Disorders Y
CReSTeD registered for Dyslexia
Dyscalculia Y
Dysgraphia
Dyslexia Y
Dyspraxia Y
English as an additional language (EAL) Y
Genetic
Has an entry in the Autism Services Directory
Has SEN unit or class Y
HI - Hearing Impairment Y
Hospital School
Mental health Y
MLD - Moderate Learning Difficulty
MSI - Multi-Sensory Impairment
Natspec Specialist Colleges
OTH - Other Difficulty/Disability
Other SpLD - Specific Learning Difficulty Y
PD - Physical Disability Y
PMLD - Profound and Multiple Learning Difficulty
SEMH - Social, Emotional and Mental Health Y
SLCN - Speech, Language and Communication
SLD - Severe Learning Difficulty
Special facilities for Visually Impaired
SpLD - Specific Learning Difficulty Y
VI - Visual Impairment Y

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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