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  • The Latymer School
    Haselbury Road
    N9 9TN
  • Head: Maureen Cobbett
  • T 020 8807 4037
  • F 020 8887 8111
  • E [email protected]
  • W
  • A state school for boys and girls aged from 11 to 18.
  • Boarding: No
  • Local authority: Enfield
  • Pupils: 1,367; sixth formers: 408
  • Religion: None
  • Open days: Open Days will be virtual this year- check the website
  • Review: View The Good Schools Guide Review
  • Ofsted:
    • Latest Overall effectiveness Good 1
      • 16-19 study programmes Outstanding 1
      • Outcomes for children and learners Good 1
      • Quality of teaching, learning and assessment Good 1
      • Personal development, behaviour and welfare Outstanding 1
      • Effectiveness of leadership and management Good 1
    • 1 Full inspection 24th March 2022
  • Previous Ofsted grade: Outstanding on 25th January 2008
  • Ofsted report: View the Ofsted report

What says..

More than 17 different sporting activities offered, which may come as a surprise to some, who know Latymer as a predominantly academic institution. Far from the dull, intellectual conformists we expected to meet, the students who showed us around were extremely well rounded individuals - one of whom was quite possibly the biggest character we’ve met at any school we’ve visited. She was extremely entertaining, exceedingly bright and full of praise about Latymer and her six years there. A peek back in time shows that some well-known former pupils like…

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What the school says...

Entrance examinations consists of: Age 11 two 45 minute tests taken in September of year 6. The tests have verbal reasoning and numerical reasoning/ non-verbal reasoning components. At 16 - Entrance test, which about 400 external applicants take, followed by conditional offers to about 50 based upon at least 6 GCSEs at grade A or A*. ...Read more

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School associations

State grammar school

What The Good Schools Guide says


Since 2015, Maureen Cobbett BA (modern languages) followed by a PGCE from Liverpool University. Originally from Birmingham, she started out as a French and German teacher – both subjects to GCSE and French to A level: ‘Teachers are often inspired by that one teacher they had at school. For me it was a memorable French teacher.’ Prior to her post at Latymer, Ms Cobbett was head at All Saints Catholic School in Nottinghamshire and in that time took it from an underachieving school to the ‘most successful comprehensive in Nottinghamshire’. However after seven years in the post, she decided it was time to do something completely different and the right time to pursue her ambition of working and living in London: ‘I wasn’t initially aware of the post of head teacher at Latymer; it...

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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

The Latymer School has a thriving Learning Support Department that works across the whole school. We offer help to any student that needs it and have a particular focus on students with any identified SEND issue. It is a pleasant surprise to students, parents and visitors that we offer such help. We firmly believe that bright students can have SEND issues, which need to be taken seriously, in order that they achieve fully. The approach we take is to involve the students and parents in compiling a one page ‘inclusion profile'. This profile includes the strengths of the student concerned, what they find tricky, and what techniques are most effective in helping them learn. It is then the professional duty of the subject teachers to read and act on this profile. All students with an inclusion profile also have an annual review meeting to check the support that is in place continues to be appropriate. The Learning Support Department also runs supported private study groups for students in year 10 and 11. Students in these groups get help with academic subjects and organisation. The 6th form also volunteer to be mentors to the younger students in the school.

Condition Provision for in school
ASD - Autistic Spectrum Disorder Y
Aspergers Y
Attention Deficit Hyperactivity Disorders Y
CReSTeD registered for Dyslexia
Dyslexia Y
Dyspraxia Y
English as an additional language (EAL)
Has an entry in the Autism Services Directory
Has SEN unit or class
HI - Hearing Impairment Y
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

Who came from where

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