Laurel Park School
- Laurel Park School
Wilmer Way
London
N14 7HY - Head: Ms Adele Christofi
- T 079 3046 9178
- F 020 8368 1287
- E [email protected]
- W www.laurelparkschool.co.uk/
- A state school for boys and girls aged from 11 to 19.
- Boarding: No
- Local authority: Enfield
- Pupils: 542
- Religion: None
- Open days: Every month see website for details
-
Ofsted:
- 16-19 study programmes Good 1
- Outcomes for children and learners Good 1
- Quality of teaching, learning and assessment Good 1
- Personal development, behaviour and welfare Good 1
- Effectiveness of leadership and management Good 1
- 1 Full inspection 26th November 2024
- Previous Ofsted grade: Requires improvement on 8th December 2021
- Ofsted report: View the Ofsted report
From September 2024, Ofsted no longer makes an overall effectiveness judgement in inspections of state-funded schools.
What the school says...
Laurel Park School: A small school with big ambitions
At Laurel Park School, every child is known, valued, and supported. As a thriving, community-focused secondary school in Palmers Green and Southgate, we offer an inclusive and ambitious education that nurtures both academic success and personal development.
We intentionally keep our school small, ensuring that each student is known by name and understood as an individual. Relationships are at the heart of what we do - our students support and inspire each other, creating a school where everyone feels a sense of belonging, purpose and pride.
An education that goes beyond the classroom
Our curriculum is designed to develop well-rounded, resilient learners prepared for the challenges of the modern world. We focus on four key pillars:
My curriculum – A broad and engaging range of academic and vocational subjects, ensuring that every student finds their passion and pathway.
My character – A structured approach to personal development, fostering integrity, determination, excellence and ambition (IDEA).
My culture – Celebrating diversity and global awareness, encouraging students to respect and embrace different perspectives.
My community – Strengthening connections within the school and beyond, empowering students to make a difference in the world around them.
To enrich learning beyond the classroom, every student participates in at least two trips per year, ensuring that all young people - regardless of background - have access to new experiences and opportunities. These trips help students develop confidence, curiosity and cultural awareness while bringing learning to life.
Small in size, big in opportunity
We take pride in offering a personalised approach that helps students achieve their full potential. Whether through academic challenges, leadership opportunities or enrichment activities, every child at Laurel Park is encouraged to aim high and dream big.
Students develop strong friendships across year groups, creating a family-like atmosphere where respect, kindness and collaboration thrive. Our school culture is one of positivity, hard work and high expectations, with students who are happy, polite and eager to learn.
A sixth form that opens doors
In September 2024, we launched our vocational sixth form, providing a career-focused, industry-linked education for students across Laurel Park and neighbouring boroughs. This innovative pathway allows students to develop real-world skills, gain work experience and prepare for future success in a range of industries.
Join our community
At Laurel Park, we believe that education is about more than just exams - it’s about developing confident, responsible and ambitious young people who are ready to take on the world.
We invite you to come and see what makes Laurel Park School special - a place where students learn, persevere and succeed. ...Read more
This is not currently a GSG-reviewed school.
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Overall school performance (for comparison or review only)
Results by exam and subject
Subject results
Entry/Exit
Special Education Needs
Laurel Park School is an inclusive and supportive environment. We endeavour to meet the needs of all students so that they can best access our broad and balanced curriculum. We provide effective opportunities for all students by responding to students’ diverse and often complex learning needs, setting suitable learning challenges and overcoming barriers to learning. We believe strongly that all students, regardless of ability, background or ethnicity, have the right to participate in and enjoy all aspects of school life, including access to a full curriculum and have the opportunity to meet their full potential. Our dedicated and experienced inclusion team offer personalised support to students with SEND.
| 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 |
Y |
| MLD - Moderate Learning Difficulty
Might cover/be referred to as;
Learning needs, MLD - Moderate Learning Difficulty |
Y |
| MSI - Multi-Sensory Impairment
Might cover/be referred to as;
MSI - Multi-Sensory Impairment, Sensory processing |
Y |
| OTH - Other Difficulty/Disability
Might cover/be referred to as;
Downs Syndrome, Epilepsy, Genetic , OTH - Other Difficulty/Disability, Tics, Tourettes |
Y |
| PD - Physical Disability
Might cover/be referred to as;
PD - Physical Disability |
Y |
| 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 |
Y |
| SLCN - Speech, Language and Communication
Might cover/be referred to as;
DLD - Developmental Language Disorder, Selective mutism, SLCN - Speech, Language and Communication |
Y |
| SLD - Severe Learning Difficulty
Might cover/be referred to as;
Complex needs, SLD - Severe Learning Difficulty, Cerebral Palsy (CP) |
Y |
| 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) |
Y |
| VI - Visual Impairment
Might cover/be referred to as;
Special facilities for Visually Impaired, 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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