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What says..

A large trophy on the head’s table when we visited is the house cup. Houses (named after local historic buildings: Lauderdale, Burgh, Willow, Keats and Fenton) have been reintroduced and are run by ‘young, enthusiastic staff.’ ‘The extracurricular activities have improved markedly over the past few years,’ said a parent, citing her son’s sessions at the Royal College of Music, playwriting with professionals, theatre and concert trips, Model UN.  ‘Whenever I’ve emailed to ask questions, I’ve had an immediate and pleased reply. They are extremely responsive to an interested/meddling parent’... 

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What the school says...

William Ellis is a distinctive and inclusive school. We have a clear vision based on the school's founding principles and history. Our vision is to create an environment built on success, self-discovery, developing leadership, passion for learning and acquiring effective skills for life. Teaching and learning are at our heart and we are building on our academic success year-on-year. ...Read more

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What The Good Schools Guide says


Since September 2021, Izzy Jones, formerly interim head since September 2020 and before that deputy head. Joined the school in 2016 from Parliament Hill School where she was assistant headteacher for teaching and learning. She is the school's first female head.


Usual admissions criteria for 130 year 7 places: looked-after children, medical and social need, siblings, up to 12 musical aptitude places, then by distance (usually up to about two miles). Generally around 300 outside places for LaSWAP sixth form consortium, with an intricate admissions system and a range of entry requirements for different levels of courses.

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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

William Ellis School has a diverse and varied population of students including some 23% of its population exhibiting Special Educational Needs. The school currently has some 50 Statemented pupils on roll and some 150 pupils on the SEN register with a wide range of additional learning, sensory or emotional need. Significantly, for a boy’s school, William Ellis has a successful history of educating boys with Asperger's Syndrome and is interested in developing this as a future strength. Other future changes, will see the SEN department combine with the Behavioural Support Department to increase the effectiveness of its provision to all pupils. William Ellis School fully supports Inclusion and is committed to policies that foster equal opportunities and equality of treatment for all its pupils.

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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