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  • St Mary Magdalene Academy
    Liverpool Road
    London
    N7 8PG
  • Head: Ms V Linsley
  • T 020 7697 0123
  • E [email protected]
  • W www.smmacademy.org
  • A state school for boys and girls aged from 11 to 19.
  • Boarding: No
  • Local authority: Islington
  • Pupils: 1,110; sixth formers: 220
  • Religion: Church of England
  • 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 10th January 2017
    • 2 Full inspection 16th May 2013

    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 17th June 2010
  • Ofsted report: View the Ofsted report
  • Linked schools: St Mary Magdalene Academy Primary School

What says..

The school has no qualms about saying that it has ‘a clear focus on academic achievement’ and it works to develop ‘globally-minded citizens who are happy and successful’. For financial reasons it has stopped teaching the IB, but the ethos has strongly influenced the curriculum and teaching. Inspire programme includes masterclasses (talks by Jeremy Corbyn and Nick Robinson recently, and the Grayson Perry talk was a sellout)...

Read review »

What the school says...

A one class primary with a much larger intake at 11

What the parents say...

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2015 Good Schools Guide Awards

  • Best performance by Girls taking Psychology at an English Comprehensive School (IBO Higher level component)
  • Best performance by Boys taking Chinese at an English Comprehensive School (GCSE)

Other features

All-through school (for example 3-18 years). - An all-through school covers junior and senior education. It may start at 3 or 4, or later, and continue through to 16 or 18. Some all-through schools set exams at 11 or 13 that pupils must pass to move on.

What The Good Schools Guide says

Head

Since 2012, Vicky Linsley (late 40s): she joined the school as deputy head in 2008 and credit must go to her for the transformation of this school to a highly oversubscribed ‘extremely well run’ school with fantastic results. Vicky Linsley was a scholarship child who went to do history at Nottingham and then to Oxford for a masters degree and her teaching qualification.

Youthful, energetic and pragmatic, pupils call her ‘inspiring’ and ‘really, really nice’. Very present around the school, she is generous with her praise of pupils and her pride in the school. An eloquent speaker, which helps her to build partnerships with businesses (Deloitte, Virgin Trains, local businesses). Teachers find her ‘approachable, she always has five minutes for us, even for small matters’. She has nurtured many and entrusted...

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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.

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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:

regularly
most years
quite often
infrequently
sometimes, but not in this year


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