Aylward Academy
Catchment Area, Reviews and Key Information

Post 16
11 - 19
Academy sponsor led

Can I Get My Child Into This School?

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This pupil heat map shows where pupils currently attending the school live.
The concentration of pupils shows likelihood of admission based on distance criteria

Source: All attending pupils National School Census Data 2021, ONS
(020) 8379 5501.

This School Guide heat map has been plotted using official pupil data taken from the last School Census collected by the Department for Education. It is a visualisation of where pupils lived at the time of the annual School Census.

Our heat maps use groups of postcodes, not individual postcodes, and have naturally soft edges. All pupils are included in the mapping (i.e. children with siblings already at the school, high priority pupils and selective and/or religious admissions) but we may have removed statistical ‘outliers’ with more remote postcodes that do not reflect majority admissions.

For some schools, the heat map may be a useful indicator of the catchment area but our heat maps are not the same as catchment area maps. Catchment area maps, published by the school or local authority, are based on geographical admissions criteria and show actual cut-off distances and pre-defined catchment areas for a single admission year.

This information is provided as a guide only. The criteria in which schools use to allocate places in the event that they are oversubscribed can and do vary between schools and over time. These criteria can include distance from the school and sometimes specific catchment areas but can also include, amongst others, priority for siblings, children of a particular faith or specific feeder schools. Living in an area where children have previously attended a school does not guarantee admission to the school in future years. Always check with the school’s own admission authority for the current admission arrangements.

3 steps to help parents gather catchment information for a school:

  1. Look at our school catchment area guide for more information on heat maps. They give a useful indicator of the general areas that admit pupils to the school. This visualisation is based on all attending pupils present at the time of the annual School Census.
  2. Use the link to the Local Authority Contact (above) to find catchment area information based on a single admission year. This is very important if you are considering applying to a school.
  3. On each school page, use the link to visit the school website and find information on individual school admissions criteria. Geographical criteria are only applied after pupils have been admitted on higher priority criteria such as Looked After Children, SEN, siblings, etc.

How Does The School Perform?

4 1 1 2 3 4
Ofsted Inspection
Full Report - All Reports
5+ GCSEs grade 9-4 (standard pass or above) including English and maths

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Per month

Progress Compared With All Other Schools

UNLOCK Well Below Average (About 12% of schools in England) Below Average (About 20% of schools in England) Average (About 37% of schools in England) Above Average (About 17% of schools in England) Well Above Average (About 14% of schools in England) UNLOCK Well Below Average (About 5% of schools in England) Below Average (About 25% of schools in England) Average (About 48% of schools in England) Above Average (About 17% of schools in England) Well Above Average (About 5% of schools in England)

School Results Over Time

2017 2018 2019 UNLOCK

% of pupils who achieved 5+ GCSEs grade 9-4
2017 2018 2019 UNLOCK

% of pupils who achieved GCSE grade 5 or above in both English and maths

These results over time show historic performance for key exam results. We show pre-pandemic results as the fairest indicator of whether performance is up, down or stable

Windmill Road
N18 1NB

School Description

Pupils enjoy coming to school. The school’s motto ‘find your remarkable’ is upheld by staff and pupils. Leaders encourage pupils to be ‘big hearted’. This value is realised through the equality ambassadors. These pupils champion equality and look out for others. Pupils regularly learn about ‘amazing people’ in society to inspire them to achieve their best. For example, pupils learned about Mary Seacole and Katherine Johnson. Leaders encourage pupils to have a voice. The student union is active. They regularly ask pupils how they could improve practice in school. Leaders want pupils to have a personal view on the curriculum and topical issues. Leaders ask pupils to ‘be the change you want to see’. Leaders have high expectations of pupils. These expectations are evident as you walk around the school. Pupils feel safe and understand how to behave well in lessons. Pupils and teachers are clear on what the expectations are. Parents and carers speak positively about teachers and how they help pupils. Pupils describe the school as being a ‘community’. They value the friendships that are formed here. Pupils said that bullying was rare. Bullying ambassadors are available to support pupils. Extra-curricular learning opportunities extend the curriculum. Leaders have offered a range of clubs, from gardening club to chess club What does the school do well and what does it need to do better? Pupils described the school as ‘ambitious’. This ambition was seen in the work that has gone into developing the curriculum offer since the last inspection. Governors outlined the work on curriculum plans and the support that the trust had provided. Curriculum leaders plan lessons so that knowledge is delivered in stages, for example when learning about clothes in Spanish. Pupils first learn how to correctly use the verb ‘to wear’ and then add words to describe the colour of the clothes. In the sixth form, in a Turkish lesson, pupils received helpful feedback after an assessment which helped them to make improvements to their work. This staged approach helps pupils to build their knowledge in many subjects. Teachers make sure that if pupils do not understand key content in a lesson they quickly support pupils to overcome the problem. In French, teachers corrected the misunderstanding of ‘magasins’ so that pupils could correctly remember key vocabulary. In science, teachers use questions in the lesson to redirect teaching and teach key ideas again, if needed. This helps pupils to be clear about knowledge learned in subjects. Pupils are achieving well in many subjects. Teachers are knowledgeable about the subjects they teach. They have additional support from the subject specialists in the trust. All teachers provide opportunities for pupils to recall and revisit previous learning at the start of the lesson through ‘do now’ tasks. In English, pupils could recall key concepts like ‘socialism’ and ‘capitalism’ correctly. This knowledge helped them to understand the play ‘An Inspector Calls’ by J B Priestley. Teachers plan opportunities for pupils to go over key knowledge so that it is embedded, and pupils will remember it. In science, pupils were encouraged to remember and use ‘photosynthesis’. Pupils’ work showed that this had been learned previously. However, pupils in key stage 3 could not recall information from previous learning as easily. In history, pupils struggled to see how their previous learning about the First World War could help them to understand new learning about the Second World War. Pupils behave well in lessons and are engaged with their learning. Teachers encourage pupils to use academic vocabulary. In English lessons, pupils were correctly using words like ‘hierarchy’ and ‘misogyny’. The focus on vocabulary supports pupils who speak English as an additional language. Pupils confidently used subject-specific vocabulary across lessons. Leaders encourage all pupils to read widely and often. Pupils have access to an electronic library of books that is appropriate to age and stage of reading. Pupils with special educational needs and or/disabilities (SEND) access the same curriculum as their peers. Pupils with SEND said they were encouraged to be ‘independent’ by their teachers. They valued the support they received to help them become more independent. ‘The Hub’ provides a range of individual interventions for pupils with SEND in school to support their learning. Leaders encourage leadership opportunities for sixth-form pupils. The Year 12 gender ambassadors led an assembly on powerful women in science to their peers. Leaders provide regular opportunities for pupils to learn about contemporary issues. Pupils took part in a tutor time activity on tackling racism in football. Leaders have mapped out where the relationships and sex education curriculum is further embedded in different subjects across the school. For example, in English, pupils learn about discrimination. Mental health is a priority. Leaders and governors support the well-being of staff and pupils. Staff describe their subject teams as a ‘family’. Teaching staff recognise the work that leaders have put into reducing workload.

Aylward Academy Parent Reviews

Average Parent Rating


“A very happy and welcoming place”

"> Very professional and thoughful staff. Students are well behaved and polite. Teachers are extremely proud of their students. I believe it will be an outstanding school in no time.
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