Mayfield School, Dagenham: A Comprehensive Review 2026

The on-site leisure centre and sports halls mark Mayfield School's ambition: a place built for movement and possibility. Founded in 1978 through the merger of two earlier secondary schools serving East London, Mayfield has evolved into a mixed comprehensive serving 1,845 students aged 11 to 18 across a sprawling 22-acre campus. The school sits in the London borough of Redbridge, positioned as a non-selective state school where nearly 60% of pupils speak English as an additional language and 37% are eligible for free school meals, reflecting the diverse, economically stretched community it serves. At April 2024, Ofsted carried out a monitoring visit under its new framework (which ceased publishing overall grades); the school was previously rated Good in October 2018. This is a school that punches above its demographic, with particular strengths in sixth form destinations and in supporting disadvantaged pupils toward higher education.

Mayfield School commands respect through consistency rather than glamour. Staff maintain clear expectations around behaviour and attendance. Students report calm corridors and purposeful learning; the behaviour policy references the school's core values of Courage, Integrity and Contribution, with low fixed-term and permanent exclusions suggesting that expectations are enforced fairly. The 2018 inspection noted that leaders and staff work together to maintain high expectations, leading to good behaviour and positive relationships. Sixth form students are described as polite with positive relationships to staff.

The physical campus reflects a place designed for both academics and movement. The dance studio and drama classrooms are actively used; the Premium Hall hosts sports fixtures and community events. The on-site Mayfield Leisure Centre, managed by Vision (Royal Borough of Redbridge), opens the school's sports facilities to the public outside school hours and serves as a hub for competitive regional fixtures. This partnership creates something unusual: a state secondary school with a leisure centre on campus, meaning that badminton courts, sports halls and swimming facilities extend beyond the school day. Winter athletics competitions and the London Cup football fixtures have run recently, suggesting consistent competitive participation.

Mr Remo Iafrate, headteacher since September 2021, arrived from a London day school and represents new energy. His appointment and leadership changes signal that the school is actively modernising, yet the consistent Good ratings across decades suggest that underlying foundations remain stable.

GCSE Performance

GCSE results place Mayfield in the middle tier nationally. The Attainment 8 score in the most recent published data sits at 45.2, in line with the England average of 45.9 (FindMySchool ranking). Ranked 2,279th in England out of approximately 4,593 state secondaries, the school sits firmly in the middle 50% (50%ile), placing it in line with typical performance nationally (FindMySchool data).

Locally, the picture brightens. Mayfield ranks 8th among secondary schools in Barking and Dagenham, demonstrating that within its immediate area, outcomes are above typical. This reflects the school's ability to work effectively with its cohort, who enter Year 7 significantly below expected attainment. The school's approach to English Baccalaureate entry remains modest at 12% achieving grade 5 or above in English, maths and the structured subjects, against a national average of 40%. This reflects realistic pathway planning rather than forced entry onto a crowded qualification.

Progress 8 of 0.0 indicates pupils make average progress from their starting points. While not exceptional, this neutral value demonstrates that the school neither accelerates nor holds back its students; outcomes reflect fairly from their key stage 2 entry position. For a cohort that frequently enters with language barriers and prior disadvantage, progress in line with national peers represents solid achievement.

A-Level Performance

The sixth form tells a different story. A-level results are below the England average: 36% achieved A*-B (against England average of 47%), and 13% achieved A*/A (against 24% nationally, FindMySchool data). This places the sixth form at 1,911th in England out of approximately 2,649 institutions (rank 9 locally). The percentile band of 72% places it in the bottom 40% nationally.

However, this raw data masks the sixth form's real strength: destinations, not grades. The 2023-24 cohort of 169 leavers showed 63% progressing to university, 7% to apprenticeships and 9% to employment. The Schools Guide noted that sixth form is ranked Excellent for destinations when adjusted for attainment. This suggests the sixth form succeeds not by selecting only high-attaining entrants, but by preparing a diverse cohort effectively for progression. Leavers secure places across a range of universities including Russell Group institutions. The school reports 1 Oxbridge acceptance in recent years (Cambridge), indicating selective pathways are present for those with the profile and commitment.

Teaching follows clear structures and routines. The 2018 inspection confirmed that leaders have improved teaching through personalised, subject-specific support and whole-school professional development. Teachers demonstrate strong subject knowledge, and assessment is used to identify learning gaps.

The curriculum offers breadth. French and Spanish are taught from Year 7, with additional languages available at GCSE and A-level. Sciences are taught as separate subjects. The English Baccalaureate is offered as an option rather than a universal route, reflecting flexibility around student aspiration.

Literacy support is embedded. Inspectors noted that opportunities for literacy development are built into teaching across subjects and year groups, particularly important given the 60% of pupils whose first language is not English. This structural approach to language development addresses a genuine cohort need without making it a deficit narrative.

University progression is carefully guided. Early engagement begins in Year 11; sixth form admission pathways are explicitly tiered based on GCSE results, ensuring students choose courses matching their ability and aspirations rather than being pushed toward academic routes for which they are not ready.

In 2024, 63% of sixth form leavers entered university, 2% further education, 7% apprenticeships and 9% employment. The proportion reaching degrees, higher apprenticeships or level 4+ study within two years post-qualification is notably strong when controlled for attainment — suggesting that Mayfield sixth form successfully navigates students toward appropriate next steps. Top destinations have included London School of Economics, Bank of England, HM Treasury and University of California San Diego, reflecting a pipeline where exceptional students do access elite institutions. The one Cambridge admission mentioned in recent data, combined with several medical school places achieved in recent years, suggests competitive pathways exist for high-performing students.

For those not university-bound, the school's destinations reporting emphasises employment and apprenticeship as legitimate next steps. The apprenticeship pipeline accounts for 7% of leavers, indicating careers education considers alternatives to higher education.

Extracurricular provision runs every evening and during weekends, reflecting the school's integration with the on-site leisure centre.

Sport

Football dominates. Year 10 boys competed in the London Cup fixture in October 2025 (defeating Sydney Russell School 4-1). The school runs competitive teams across age groups. Cricket, badminton, volleyball, and athletics feature regularly in competition calendars and news feeds. Fencing is offered, a less common sport suggesting dedicated coaching. The Redbridge Badminton Championships saw Mayfield competitors recently; the Year 8 Indoor Athletics Competition in December showcases regular participation in regional events. A new Golf Club was launched in December 2025, suggesting the school actively responds to student interest in expanding provision.

The presence of a dedicated Dance Studio creates a pipeline for dance instruction alongside the drama curriculum. Badminton courts, sports halls and access to the leisure centre's swimming facilities mean the range of sporting activity is genuinely broad.

Music and Drama

Winter concerts are documented in the school gallery, with ensemble photographs suggesting orchestral provision. Drama Classrooms dedicated to performance suggest drama is a structured offering. Recent guests such as author Sita Brahmachari, hosted by the school for writing workshops, indicate curriculum enrichment beyond standard provision.

Clubs and Societies

The Debate Club runs during independent study and as a club, with students creating debate motions to present to the wider school each half term. Creative Writing and Film Clubs are offered. The French Language Club caters to linguists. Library Ambassadors, highlighted in the Sita Brahmachari visit, suggest student leadership in reading and literacy advocacy.

Mayfield Elevate, the sixth form enrichment programme, offers structured progression: the Extended Project Qualification (equivalent to half an A-Level), coaching certifications (particularly for sport and PE students), and society leadership. Students may create new societies or join existing ones, with university applications benefiting from demonstrated commitment and initiative.

Facilities Infrastructure

The Dance Studio, Premium Hall (primary venue), Standard Hall, and Drama Classrooms form the creative spine. The Premium Hall hosts whole-school assemblies and fixtures. Multiple dedicated Drama Classrooms indicate separate spaces for rehearsal, performance and teaching — unusual in state secondaries. Access to the on-site Mayfield Leisure Centre extends facilities beyond typical school provision: a main sports hall, small hall, courts, and pool are available during school time and marketed to the local community during evenings and weekends.

Parking (120 spaces on-site) and disabled access are flagged, supporting accessibility for families without private transport and those with mobility needs. The school is situated on one of the largest campuses in Redbridge, a factor that enables breadth and distributed learning spaces.

Year 7 entry is non-selective; students are admitted by distance within the local authority catchment area managed by Redbridge. A two-year transition programme for Year 7 and taster sessions for Year 5 pupils from feeder schools support smooth progression. Open evenings and morning tours run during autumn term, allowing families to visit.

Sixth form admission is distinct. Entry pathways are based on GCSE results, with the school explicitly offering different routes (A-Level, BTEC vocational, and mixed combinations) suited to varying aspirations and abilities. This tiered approach means sixth form applicants — both internal and external — are matched to realistic pathways rather than funnelled into an academic-only track.

Reception-year admissions show the school is consistently oversubscribed: 409 applications for 258 places in the most recent data point (158% oversubscription). Distance to school is the determining factor after looked-after children and siblings. The school's role as a community anchor (with its leisure centre partnerships) means demand remains strong.

School day runs 8:50am to 3:20pm. The on-site leisure centre (Mayfield Leisure Centre, 0203 887 0982) manages sports facilities and can be accessed outside school hours. Break and lunch arrangements include catering provided on-site; the school offers traditional hot meals and has highlighted seasonal menus in recent communications.

Transport links are relevant: the site is accessible by bus across Redbridge routes. Walking routes are possible from parts of Dagenham, though the sprawling campus location means some families will need to use transport.

Behaviour is calm and consistent. The 2018 inspection noted low fixed-term and permanent exclusions; leaders use internal exclusion and a "Better Choices Centre" to give pupils space to reflect and self-regulate rather than permanent removal from school. This restorative approach signals confidence in pupils' capacity to change.

Attendance is actively monitored. Persistent absence has been reduced through proactive intervention. The school employs a Designated Safeguarding Lead (Ms A. Douglas) and Deputy DSL (Mrs K. McCaffery) with clear reporting procedures. Kooth (online counselling) is available to students; a counsellor visits weekly for those needing additional emotional support.

The three core values (Courage, Integrity, Contribution) frame pastoral messaging. These sit alongside behaviour expectations, creating a consistent reference point for staff and students.

Academic push is modest. GCSE results sit at England average, not above. For families seeking a school with consistently strong exam performance (85%+ A*-A grades), Mayfield's middle-tier results may not deliver the academic intensity sought. This is a realistic comprehensive, not a high-flying grammar or selective independent. That said, progress from entry point is average, meaning the school neither holds back nor artificially inflates results.

Sixth form is a genuine strength, but for destinations rather than grades. Students who enter sixth form should understand that the school prioritises appropriate pathways and employment readiness over raw A-Level performance. A-level grades are below national average (36% A*-B vs. 47% nationally), yet university progression is strong. This school suits post-16 students who are intrinsically motivated, supported by strong guidance, rather than those seeking to maximise A-level points alone.

Catchment area is tightly managed. Reception entry is highly competitive (158% oversubscription in the latest data). Families relying on Mayfield as their secondary must live within the distance criterion, which varies annually. Contact the school or local authority for current guidance; distance should not be assumed.

Language diversity is an asset, but families seeking English immersion should note that 60% of pupils have English as an additional language. For families moving from monolingual areas, this represents genuine diversity and cultural breadth; for others, it may signal that ESL support, while strong, reflects the cohort rather than accelerating English fluency.

Mayfield School succeeds as a comprehensive that serves its community honestly. GCSE results sit at England average; sixth form destinations are genuinely strong; behaviour is calm and expectations are clear. Teaching is sound and improving. Facilities, including the on-site leisure centre, extend opportunity beyond what many state secondaries offer. Famous alumni including Jessie J (singer), Alan Cherry (property magnate), and Dickson (world-renowned dancer) indicate that talented individuals have launched from this school, though Mayfield makes no claim to be a talent factory — it is a steady, reliable comprehensive.

Best suited to families within the Redbridge catchment seeking a non-selective secondary where pupils enter with varied attainment and emerge with realistic pathways into further study or work. The sixth form is a genuine reason to stay on-site, offering strong university preparation within a supportive environment. This school rewards engagement: students who actively use clubs, enrichment, careers guidance and the extended campus succeed. Those seeking a high-intensity academic hothouse should consider selective alternatives.