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  • Mill Hill County High School
    Worcester Crescent
    NW7 4LL
  • Head: Mr Geoffrey A Thompson
  • T 0844 477 2424
  • F 020 8959 6514
  • E [email protected]
  • W
  • A state school for boys and girls aged from 11 to 18.
  • Boarding: No
  • Local authority: Barnet
  • Pupils: 1,740; sixth formers: 452
  • Religion: Non-denominational
  • Open days: September
  • Review: View The Good Schools Guide Review
  • Ofsted:
    • Latest Overall effectiveness Good 1
      • Outcomes for children and learners Good 2
      • Quality of teaching, learning and assessment Good 2
      • Effectiveness of leadership and management Good 2
    • 1 Short inspection 20th September 2016
    • 2 Full inspection 7th March 2012

    Short inspection reports only give an overall grade; you have to read the report itself to gauge whether the detailed grading from the earlier full inspection still stands.

  • Previous Ofsted grade: Good on 25th April 2007
  • Ofsted report: View the Ofsted report

What says..

One of the country’s highest performing comprehensives. The school prides itself on its extracurricular offering, but there’s little doubt that music is the jewel in the crown. The head sees uniform as a means of setting the expectation bar. ‘We’re very clear about what we say and insist that what we say is done. We aren’t repressive, but you’d be unlikely to see anyone with their shirt tails not tucked in or their ties not...

Read review »

What the school says...

Converted to an academy 2011.

What the parents say...

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2015 Good Schools Guide Awards

  • Best performance by Girls taking Geography at an English Comprehensive School (GCSE)

What The Good Schools Guide says


Since 2004, Geoffrey Thompson MA MBA (Ed) FCMI (50s). Formerly head of Duchess’s Community High School in Alnwick, Northumberland. Educated at Campbell College, Belfast, then at St Catharine’s College, Cambridge, where he read music. Started his teaching career at Langley Park School for Boys in Bromley, where he worked for 18 years, before moving to Norfolk as deputy head, then on to Northumberland. Though Mill Hill County has always been a school with high standards, his time in charge has improved it significantly. ‘Having a vision and a blueprint is not my way,’ he says. ‘You have a set of principles and good judgement, you make decisions with other people and the place grows organically.’

A dapper soul, whose own tie is always immaculately knotted, he has a dry sense...

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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

The school has an Inclusive Learning Team, which supports students with a whole range of Special Educational Needs. The majority of additional support is offered via in-class support with limited provision outside the classroom. The school's philosophy is to provide an appropriate and inclusive learning environment in the classroom, reducing the necessity for specialist provision outside the classroom. As an Inclusion Team we address a wide range of needs covering learning, emotional and behavioural difficulties. However we do not offer a specific specialist provision. The Inclusive Learning Department is situated upstairs in a quiet part of the school providing two large classrooms, which have computers, linked to the school curriculum network. The department is open from 8.00am to 4.30pm. 10-09

Condition Provision for in school
ASD - Autistic Spectrum Disorder
Aspergers Y
Attention Deficit Hyperactivity Disorders Y
CReSTeD registered for Dyslexia
English as an additional language (EAL)
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:

most years
quite often
sometimes, but not in this year

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