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  • Wren Academy
    Hilton Avenue
    London
    N12 9HB
  • Head: Mr Gavin Smith
  • T 020 8492 6000
  • E [email protected]
  • W www.wrenacademy.org
  • A state school for boys and girls aged from 4 to 18.
  • Boarding: No
  • Local authority: Barnet
  • Pupils: 1,288; sixth formers: 254
  • Religion: Church of England
  • Open days: October
  • Review: View The Good Schools Guide Review
  • Ofsted:
    • Latest Overall effectiveness Outstanding 1
      • Outcomes for children and learners Outstanding 1
      • Quality of teaching, learning and assessment Outstanding 1
      • Effectiveness of leadership and management Outstanding 1
    • 1 Full inspection 2nd February 2011
  • Ofsted report: View the Ofsted report

What says..

Steps leading down from the entrance hall to the library, ‘the heart of the school’, are lined by ledges where children can sit and chat, under treble-height rooflights, giving an amphitheatre-like atmosphere. ‘The teachers don’t tolerate any bad behaviour,’ say parents. ‘It is a lovely, safe environment for learning’; and indeed the school had a supremely ordered feel during our visit. Art, design and technology very strong and creative – as one would expect in a school with a design specialism. Projects include designing sculptures of dream ice cream sundaes...

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What the parents say...

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What The Good Schools Guide says

Principal

Since 2015, Gavin Smith (40s). He has a geography degree from University College London and a PGCE from the Institute of Education. He joined Wren Academy in 2008, having worked in various London secondary schools, and was part of the founding team responsible for the curriculum, assessment and enrichment programme. He is married with two young children.

Headteacher of the primary phase is Louisa Taylor.

Academic matters

This is a comprehensive, but the nature of the students in this leafy area means it is primarily an academic one. The biggest initial challenge was achieving a truly comprehensive intake: the previous school on the site had a very poor reputation and Barnet has a variety of popular state schools, including three grammars. However, within a short space of time Ofsted stated that ‘the teaching...

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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

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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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