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  • The Aldgate School
    St James's Passage
    27 Duke's Place
    EC3A 5DE
  • Head: Miss Alex Allan
  • T 020 7283 1147
  • F 020 7626 5071
  • E [email protected]
  • W
  • A state school for boys and girls aged from 1 to 11.
  • Boarding: No
  • Local authority: City of London
  • Pupils: 278
  • Religion: Church of England
  • Review: View The Good Schools Guide Review
  • Ofsted:
    • Latest Overall effectiveness Outstanding 1
      • Effectiveness of leadership and management Outstanding 1
    • 1 Full inspection 18th April 2013
  • Previous Ofsted grade: Outstanding on 26th September 2008
  • Ofsted report: View the Ofsted report

What says..

Success for all is guaranteed through excellent, experienced teaching and, often, by high levels of staffing, which enables children to be taught in small groups when small groups are most needed. Years 4 ,5 and 6 use laptops in class, but this is not a place which believes that technology is always the answer. ‘Four year olds need to interact with each other and the natural environment'; no whiteboards in the nursery classroom. ‘The school really represents London,’ said one mother. ‘It’s very…

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What The Good Schools Guide says


Since September 2018, Alex Allan (Miss), previously deputy head, head of the school's Children's Centre and SENCo. She has also headed a primary school in NW London and been acting principal in Hong Kong. A historian, she has a PGCE from Newcastle and a postgrad diploma in SEN from the Institute of Education.


The only state school in the Square Mile, the Aldgate School is one-form entry. Historically, about 100 apply for the 30 places on offer, with priority given to those who worship regularly at St Botolph’s, Aldgate. Desk space decided thereafter by a mixture of church attendance and distance from the gates. The school also runs the Cass Child and Family Centre, an attached children’s centre with full provision from 3 months.

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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

All children at SJC are seen as individuals and many discussions take place to ensure that appropriate individual help is provided. Assessment is continual and we liaise with additional support, or agencies, as appropriate. We run many intervention programmes to ensure children progress at suitable levels. We have extensive provision for out of hours learning; this includes many after school clubs eg Performing Arts, which children are often encouraged to attend, if we believe it will enhance their work and/or behaviour in school time. This has been found to be particularly useful for children with Aspergers Syndrome. 10-09

Condition Provision for in school
ASD - Autistic Spectrum Disorder Y
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

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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