William Ellis School A GSG School
- William Ellis School
Highgate Road
London
NW5 1RN - Head: Mr Sam White
- T 020 7267 9346
- F 020 7284 1274
- E [email protected]
- W www.williamell…s.camden.sch.uk
- A state school for boys aged from 11 to 18.
- Boarding: No
- Local authority: Camden
- Pupils: 845; sixth formers: 230; joint sixth form with Parliament Hill School, part of LaSWAP
- Religion: None
- Review: View The Good Schools Guide Review
-
Ofsted:
- Latest Overall effectiveness Good 1
- 16-19 study programmes Good 1
- Outcomes for children and learners Good 1
- Quality of teaching, learning and assessment Good 1
- Personal development, behaviour and welfare Good 1
- Effectiveness of leadership and management Good 1
- 1 Full inspection 1st March 2017
- Previous Ofsted grade: Good on 25th October 2012
- Ofsted report: View the Ofsted report
- Linked schools: LaSWAP Sixth Form Consortium
What The Good Schools Guide 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’...
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
What the parents say...
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2015 Good Schools Guide Awards
- Best performance by Boys taking Business Studies at an English Comprehensive School (BTEC Certificate Level 2)
What The Good Schools Guide says
Head
Since 2011, Sam White, chemistry graduate and previously deputy head of the London Oratory. Good news, say parents: ‘He has an exceptionally good manner with boys and parents.’ ‘The boys like and respect him.’ ‘Whenever I go in I see him chatting with a boy, and he seems to be genuinely interested in them.’ A pupil concurred. ‘He has been really keen to get to know us all. He is a good influence on us.’
He was appointed after the school had suffered a budget deficit, got through two heads in quick succession and been slated by Ofsted. A year into his tenure, Ofsted returned and pronounced the school ‘good’, quoting a teacher’s remark that ‘The headteacher is leading and pulling everyone here along.’
He felt that...
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Overall school performance (for comparison or review only)
Results by exam and subject
Subject results
Entry/Exit
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 | |
| Dyscalculia | |
| Dysgraphia | |
| Dyslexia | |
| Dyspraxia | |
| English as an additional language (EAL) | |
| Genetic | |
| 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 |
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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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