North Bridge House Senior Canonbury A GSG School

What The Good Schools Guide says

Headteacher

Since 2022, Charlotte Tassell-Dent. NBH Canonbury pioneer, she has been at the school since its inception in 2014, starting out as geography teacher and head of pastoral, and ‘really proud’ that still teaches geography to incoming year 7s – ‘a way of getting to know the students at the beginning of their NBH journey’. A personal approach to teaching and learning lies at the heart of her thinking – ‘knowing every individual and working with them and their family to show we genuinely care’. ‘There are so many levels of support here,’ she says, ‘and happy learners achieve more.’ Parents say she is ‘unbelievably unflappable’ and wants to be the first to know about issues as they arise. Students too appreciate her accessibility and the fact that she knows them so well.

Emotional wellbeing, a mainstay of Cognita Schools’ ethos, sits well with head’s commitment to individual support and understanding teenagers, hence the later start on a Wednesday morning (9.30am registration for a 9.50 start to lessons). ‘Sleep is one of the key focuses, alongside diet and exercise, of our wellbeing strategy,’ says head. ‘By having the late start as part and parcel of what we do, we are demonstrating to teenagers and parents how, as a school, we recognise the importance of sleep to excellent academic outcomes,’ she adds.

Mrs Tassell-Dent balances work life with teenagers and home life with two primary school-age children. She makes the most of family time: outdoor adventures, hiking and exploring new places. Her love of geography and travel are, she says ‘incorporated into every aspect’ of her work.

Entrance

In year 7, 36 places for three-form entry, academically non-selective. Assessment in English, maths and non-verbal reasoning, on site, to ‘assess match for academic curriculum’, followed by 20-minute interview in a small group, and reference and report from current school. Siblings not at NBH have to sit assessment but are given priority; pupils at NBH Prep do not have to sit assessment at all. Sixth form places are offered following interview with head of department relevant to A level subject choices and minimum five GCSE grade 6s, to include English and maths. Occasional places may arise during the academic year. Students with special needs may be offered individual taster day when ‘adjustments may be made’. Parents told us how accommodating the school is to ‘specific issues’, reducing anxiety and making for a ‘thoroughly pleasant’ experience for all.

Exit

Students are encouraged to look around before committing to NBH Canonbury sixth form. A few feel they need a larger social pool (Highgate, UCS, City) or are tempted by non-fee-paying sixth forms (Camden School for Girls, Mossbourne, St Mary Magdalene). The ones who choose to stay value the small classes and individual attention from teachers they already know, and who know them. ‘It is not unsettling when friends leave,’ says one student; ‘we often stay in touch and feel we have made the right choice.’ Parents agree: ‘Enough students stay, we have no regrets.’

All students were offered a place at their first-choice university in 2023 and 2024 (teachers manage expectations and prepare them well), including Oxford, Edinburgh, Warwick, London (UCL, KCL, QMC), overseas destinations and prestigious arts colleges (costume design at Guildhall School of Music and Drama; technical theatre and stage management at RADA, ).

Latest results

In 2024, 66 per cent 9-7 at GCSE; 40 per cent A*/A at A level (71 per cent A*-B). In 2023, 42 per cent 9-7 at GCSE; 32 per cent A*/A at A level (67 per cent A*-B).

Teaching and learning

‘High support, low pressure’ is the mantra. Small classes, and concentration on English and maths ‘to get up to speed’, lead to impressive results, especially given mixed-ability intake.

In year 7 students choose between French and Spanish and between Latin and Mandarin – take-up for the latter possibly influenced by the promise of a scavenger hunt to Chinatown to recognise words on shop signs, ordering their own meal and making dumplings; respectable class sizes in Latin too. Talented linguists or native speakers may take French or Spanish early and students who speak another language at home are also supported in GSCE language exams. Good take-up for Italian A level for the last 10 years.

Maths and the sciences are popular. Maths set from year 7, allowing for more support in very small lower set and ‘absolutely enough stretch in further maths at the top end’, according to one parent. We watched an engaged year 8, with ‘unique delivery’ of no less than four interactive white boards on the go. Excellent results also in history, geography, computer science and chemistry, with ‘a change in the mindset, notably of girls, in STEM,’ says head.

One parent felt that GCSE choices – only three further options if you take triple science – are ‘a little inflexible’, but more than compensated for by ‘passionate, inspirational teaching’. Superb results in drama (100 per cent grade 8/9) and in art and design (86 per cent grade 7 and above).

They make any combination of A levels work; ‘no chance of computer saying no,’ says parent, ‘even with just a couple of students taking the subject.’ Three or four A levels with EPQ is norm, from wide choice including psychology, photography, politics, but no RE. Head of sixth form enthuses about ‘excellent provision’, which includes a meeting with personal tutor three times a week to monitor progress and wellbeing. In addition, two games lessons per week, PSHE (skills-based, ‘ensuring students go well-armed into the world’), and one double lesson allocated to enrichment, for example Duke of Edinburgh (eight gold awards in 2024), LAMDA, music, sports leadership. Head is proud that one-to-one support, university guidance and ‘the most committed staff’ led to first-choice destination for all in 2023 and 2024.

A few parents acknowledge anxiety around staff turnover, with bright, early-career teachers leaving to become head of department; equally, ‘some extremely good ones have stayed.’ We picked up on the agility of staff to accommodate individual learning styles in the classroom and ‘excellent, regular tracking’ (CAT scores, target grade information, data drops) to manage everyone’s expectations. ‘There’s emphasis on realising personal potential,’ says one parent. ‘It’s very reassuring to know there won’t be surprises along the way.’

Learning support and SEN

Just over one third of pupils with varying needs, from mild dyslexia to autism, feel well supported by ‘brilliant’ full-time SENCo, ‘who really knows what kids need’. Most are supported through ‘well-delivered’ differentiation in the classroom or minor adjustments, like headphones, ‘but if a child needs to sit under a tree with a teacher for half an hour, they’ll do that too,’ says parent.

Pastoral hub on top floor is a safe space – photos of students’ pets and posters with supportive ‘You are not alone’ messages – in case of anything from a blip to a meltdown. Collaborative approach between teachers, parents and students pays dividends. In addition to coffee mornings for parents – ‘They are managing their own anxieties and communication with them is key’ – SENCo shares tips and advice.

More extreme cases of autism are so well handled that students achieve exceptionally well academically. Parents cannot speak highly enough of the individual accommodations. ‘They are so good at managing neurodiversity they have almost shot themselves in the foot,’ says one, with many students offered places at highly selective schools post-GCSE. Other students feel so well understood that they stay on for sixth form, ‘going from strength to strength,’ according to a satisfied parent.

The inclusive spirit of all aspects of school life has benefits beyond the classroom: ‘As a dyslexic learner, participation in drama has had a positive impact on my daughter’s engagement with English language,’ says parent. Warren of corridors and elaborate staircases would be hard to navigate for anyone with mobility issues.

The arts and extracurricular

Drama is ‘a jewel in the crown’ – ‘the brilliant embodiment of the community-minded spirit,’ according to one enthusiastic parent. Whole school buzzing after performances of a truncated version of The Tempest, described by parents as ‘polished and magical’ and, by one young thesp, as ‘a real team effort’, with former pupils coming back to watch. ‘The sheer joy and energy of cast and crew were palpable,’ we are told; ‘everyone immersed, no-one staring into the middle distance.’ Outstanding drama results (100 per cent grade 8 or 9 at GCSE, 100 per cent A*/A at A level) testimony to dedicated staff and skills-based course with emphasis on performance, along with regular theatre trips to the West End and even a drama trip to Paris. LAMDA a popular paid extra, with ‘phenomenal’ results, almost 100 per cent with distinction.

Impressive artwork much in evidence, beautifully framed and well presented, and larger sculptural works displayed to excellent effect in library. Head of art, a sculptor, who has previously taught at prestigious schools with boundless space and facilities, speaks of ‘challenges of a small footprint’ but delights in going over and above ‘because of, rather than in spite of, smaller cohorts’. 3D welding, stone carving, textiles, ceramics, photography and painting all on offer, and an art room with fantastic windows and a fine stuccoed ceiling to inspire the most hesitant artist. Estorick Collection of modern Italian art in Canonbury Square ‘feels like an extension of the community’.

Inclusive music department encourages ‘having a go’ at whatever level; school choir and orchestra open to all ages. Christmas concert in St Mary’s Upper Street and Battle of the Bands, a sort of Canonbury’s Got Talent, are popular showcases for devoted artistes. Piano, violin, guitar, singing and drum tuition offered in school, with a growing cohort of peripatetic teachers according to demand. Well-equipped music room, with keyboards for composition (Logic Pro and Sibelius) and large whiteboard for interactive teaching. We were reluctant to leave a lesson on the classical symphony, comparing Mozart and Beethoven.

Extracurricular club offering has grown and there is now something for everyone, from the ancient world to robotics. Digital innovation competition, run by Cognita, recently won by a student who submitted an imaginative environmental science project tracking animal activity on a doorbell. Most clubs are offered to all year groups, one of the reasons ‘the barriers between the year groups just fade away,’ according to one mother.

Enrichment activities include Young Enterprise scheme, debating workshops, and a programme of outside speakers, including ‘hand-holding’ talks for students and parents on teenage issues such as sleep, ADHD awareness and UCAS applications. Cross-curricular trips abroad ‘not splashy flashy’, says parent, but ‘brilliantly planned’: drama/art/music to Vienna, art/history to Berlin (including photography from the top of the Reichstag) and art/Italian to Rome.

Sport

Don’t expect jolly hockey sticks and slaps on the back. Lack of outside space, however, more than offset by ‘making an extra push’ to access world class facilities off site: kayaking at West reservoir in Hackney singled out by several students for ‘the best fun’; sports day at Lee Valley Athletics Centre (built for the 2012 Olympics); boxercise and badminton at Sobell Leisure Centre.

Enthusiastic and popular head of sport believes that ‘sport is for everyone’ – clubs are open to all year groups with the aim of ‘life-long participation’: students are introduced to as many as 20 activities in years 7 and 8, with an opportunity to revisit them in year 9. While admitting it can be hard to get a netball team together, a few keen athletes represent school at Independent Schools Association tournaments, notably swimming, football and cross-country, at regional and national level. Good to see students and teachers enjoying social ping-pong, even marbles, at break time. Fencing, boxing and judo help hone concentration, or mindful yoga if calm focus is in order, at the beginning of the school day.

Ethos and heritage

Nestled in one of London’s most elegant squares lie the school’s fine grade II* listed buildings, with 16th-century plasterwork and oak panelling to wow the most laconic of teenagers. Distinguished buildings, however, belie the school’s relatively recent beginnings – founded in 2014 as part of the Cognita Group, an independent senior school in the heretofore ‘empty quarter’ of north London.

Outside space has been attractively landscaped to optimum benefit (head is an authority on the root systems of protected trees, she tells us); picnic tables in main courtyard well used across the seasons for al fresco lunches and teenage conversation. King Edward’s Hall (adjacent to Canonbury Tower, once occupied by Thomas Cromwell) has reinvented itself many times through the centuries, not least, more recently, as school theatre, assembly hall and dining room. ‘Chicken katsu is everyone’s favourite,’ announces one young foodie and, on the day of our visit, the delightful Nepalese chef had conjured up a delicious paneer curry with salads of every colour to satisfy ‘the rainbow plate’ – a subject on everyone’s lips after a whole-school talk on nutrition: ‘Better to tell them what they should be eating rather than read the riot act about KFC,’ says one mother, somewhat despairing of the universal junk food fad and clearly happy to have positive messaging reinforced by school. Similarly, a talk on drug awareness from a reformed addict made an impact: ‘So personal and hard-hitting,’ remarked a wide-eyed year 7, who clearly thought life had become much more interesting since she had been at senior school. International Day of Peace was marked by assembly delivered by members of staff: ‘They really put a lot of effort into it,’ said sixth former who recognised this was going above and beyond the teaching of the school day. Not naturally the most clubbable or competitive lot, students appreciate the sense of belonging and leadership opportunities created by the house system. Community involvement centres on raising money for chosen charity Rose Bowl, an after-school club for less-advantaged local children.

Beautiful school library (another fine stuccoed ceiling, inscribed 1599) is well used, not only for designated reading lessons and author visits but also for before and after-school homework clubs, careers advice, even lunchtime Scrabble. ‘Two brilliant librarians are very proactive,’ says parent.

Pastoral care, inclusivity and discipline

‘Developing relationships’, ‘knowing the different needs of each student’, ‘building rapport from the outset’ – these are the underlying tenets which head of pastoral believes sets the school apart. A sixth former, who acknowledges a rocky time at her old school, agrees: ‘The teachers know us so well, there’s a massive safety net.’ Parents too endorse the pastoral care provision: ‘You may get a call about a falling out, so you know what’s happened before your child gets home.’ On the day of our visit, Kidscape were doing a full day’s interactive training for year 12s who were keen to become mentors to younger students; the older ones gain a positive sense of self and key life skills, and the younger ones feel there’s always someone to turn to. ‘I absolutely love the friendships and mentoring between the year groups,’ enthuses parent.

Mental health is top of the agenda: anxiety addressed ‘not just before exams’; social media guidance ‘gives students ownership of their decisions’; gender issues and diversity ‘embedded in school life’. Gender-neutral uniform to suit all tastes. Weekly Pride club and associated activities are popular. ‘Kids are really chilled about pronouns,’ we are told, and staff trained in transgender issues. Students relate to ‘real life’ talks from survivors of adversity – a ‘Dump the Scales’ talk from an anorexia survivor, for example, makes an impact. Nothing is swept under the carpet.

Students tend not to be impressed by bad behaviour any more than staff. ‘We are clear about our values,’ says head, as she gently admonishes a boy for an untucked shirt. ‘Bad manners are not considered cool,’ says a student, and a parent agrees that ‘kindness and courtesy’ are everywhere in evidence. Small year groups can lead to great connections from the beginning; equally, ‘it can become quite intense,’ says one sixth former, who has appreciated some newcomers, including an international element, post GCSE.

Pupils and parents

More boys than girls, roughly 60:40. Many local families, less culturally diverse than usual London mix. Proximity of Highbury and Islington overground opens up travel options, especially on Hackney/West Hampstead axis. Walking and cycling are encouraged, with more bike racks on the wish list. Parents include creative professionals – actors, musicians, comedians – and City types, ‘not the sharp-elbowed variety’. ‘They tend to be more relaxed than usual north London helicopter parents,’ says one, and all are grateful for the ‘high support, low pressure’ ethos which suits their offspring. Head appreciative of ‘wonderful parents’ who involve themselves as much or as little as they want in, for example, costumes for school play, second-hand uniform sales, or quiz night.

Money matters

Academic, ‘all-round promise’, and arts scholarships (between 5 and 20 per cent of fees) awarded in years 7 and 12. Occasional hardship bursaries for current students whose families encounter financial problems.

The last word

A small, friendly haven with a big heart where an eclectic group of teens are heard, understood and allowed to become whoever they want to be. Greenhouse rather than hothouse. ‘Warm and wonderful’ teachers help students achieve beyond what they, or their parents, believed to be possible.

Special Education Needs

Who came from where