The Latymer School A GSG School
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- The Latymer School
Haselbury Road
London
N9 9TN - Head: Maureen Cobbett
- T 020 8807 4037
- F 020 8887 8111
- E [email protected]
- W www.latymer.co.uk/
- A state school for boys and girls aged from 11 to 18.
- Boarding: No
- Local authority: Enfield
- Pupils: 1,356; sixth formers: 401
- 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 The Good Schools Guide 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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School associations
State grammar school
What The Good Schools Guide says
Headteacher
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 the right time to do something completely different and pursue her ambition of working and living in London: ‘I wasn’t initially aware of the post of headteacher at Latymer; it was my sister...
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Overall school performance (for comparison or review only)
Results by exam and subject
Subject results
Entry/Exit
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
Might cover/be referred to as;
ASD - Autistic Spectrum Disorder, Aspergers, Autism, High functioning autism, Neurodivergent, Neurodiversity, Pathological Demand Avoidance (PDA), PDA , Social skills, Sensory processing disorder |
Y |
| HI - Hearing Impairment
Might cover/be referred to as;
Hearing Impairment, HI - Hearing Impairment |
Y |
| MLD - Moderate Learning Difficulty
Might cover/be referred to as;
Learning needs, MLD - Moderate Learning Difficulty |
|
| MSI - Multi-Sensory Impairment
Might cover/be referred to as;
MSI - Multi-Sensory Impairment, Sensory processing |
|
| Not Applicable | |
| OTH - Other Difficulty/Disability
Might cover/be referred to as;
Downs Syndrome, Epilepsy, Genetic , OTH - Other Difficulty/Disability, Tics, Tourettes |
|
| PD - Physical Disability
Might cover/be referred to as;
PD - Physical Disability |
|
| PMLD - Profound and Multiple Learning Difficulty
Might cover/be referred to as;
Complex needs, Global delay, Global developmental delay, PMLD - Profound and Multiple Learning Difficulty |
|
| SEMH - Social, Emotional and Mental Health
Might cover/be referred to as;
Anxiety , Complex needs, Emotionally based school avoidance (EBSA), Mental Health, SEMH - Social, Emotional and Mental Health, Trauma |
|
| SLCN - Speech, Language and Communication
Might cover/be referred to as;
DLD - Developmental Language Disorder, Selective mutism, SLCN - Speech, Language and Communication |
|
| SLD - Severe Learning Difficulty
Might cover/be referred to as;
Complex needs, SLD - Severe Learning Difficulty, Cerebral Palsy (CP) |
|
| SpLD - Specific Learning Difficulty
Might cover/be referred to as;
ADHD, Attention Deficit Hyperactivity Disorder (ADHD), Auditory Processing, DCD, Developmental Co-ordination Difficulties (DCD), Dyscalculia, Dysgraphia, Dyslexia, Dyspraxia, Handwriting, Other specific learning difficulty, SpLD - Specific Learning Difficulty, Oppositional Defiant Disorder (ODD) |
Y |
| VI - Visual Impairment
Might cover/be referred to as;
Special facilities for Visually Impaired, 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:
regularly
most years
quite often
infrequently
sometimes, but not in this year
Who came from where
| School | Year | Places |
|---|---|---|
| Charlotte House Preparatory School | 2024 | 5 |
| Garden House School | 2024 | 2 |
| Keble Prep School | 2024 | 1 |
| Lochinver House School | 2024 | 1 |
| Merlin School | 2024 | 4 |
| Ravenscourt Park Preparatory School | 2024 | 4 |
| Wetherby Preparatory School | 2024 | 3 |
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