Brentside High School Review 2026: Inclusive Excellence in West London

In West London, where Victorian terraces meet modern housing developments, Brentside High School stands as a transformed institution serving the diverse community of Hanwell. Designed by architects Seymour Harris and opened in its current form in 2004, the school has become a beacon for inclusive, ambitious education. The most recent Ofsted report describes a place where students enjoy genuine high expectations, equitable outcomes across all backgrounds, and relationships marked by genuine trust. A sixth form expansion in 2017 brought specialist facilities and elevated academic momentum, culminating in the sixth form's Outstanding rating in 2025. At 1,589 students with 94% from ethnic minority backgrounds, Brentside reflects contemporary London and proves that diversity and academic ambition are entirely compatible. The school ranks in the middle tier nationally for both GCSE and A-level results (FindMySchool data), placing it solidly within the top 35% of schools nationally.

Brentside's transformation over the past decade speaks to leadership that understands school improvement. Ms Charlotte Hames, headteacher since 2021, leads a school where students describe feeling genuinely safe and valued. The architecture supports this: modern, purpose-built facilities replace outdated structures. Beyond the floodlit 3G AstroTurf pitch and performance hall, the ordinary spaces matter most. Corridors are calm. Displays celebrate student work across the arts, sciences, and technology. The house system, inherited from the school's origins, creates smaller communities within the larger whole; students belong to one of several houses that compete in academic, sporting, and charitable endeavours, fostering identity and care.

Staff continuity has strengthened culture. Teachers report genuine professional respect and investment in their practice. The library functions as a genuine hub, and librarian Ms Mohamed has been selected as one of the UK's top 125 inspirational practitioners by the Library and Information Association. Student participation is not performative. The student cabinet proposals have led to tangible changes, including new seating areas for breaks based on pupil feedback. Pastoral care extends beyond crisis management. Students articulate confidence that there is always an adult to talk to about concerns, a finding explicitly highlighted in inspection feedback. The school's motto, Learning and Achieving Together, captures something real here. Excellence is defined individually, not against a narrow academic template.

Diversity is not treated as a challenge to be managed but as a genuine strength. Official assessments confirm that Brentside delivers equality of opportunity, with progress made by pupils from all backgrounds. The school's commitment to belonging is not merely rhetorical. Charity work carries weight; student fundraising efforts have earned national recognition from Comic Relief. An annual school production involves approximately 100 students both on stage and behind the scenes, an accessible pathway for artistic participation regardless of baseline experience or background. These are not additional activities added to a rigid core; they are woven into what Brentside understands education to be.

GCSE Performance

Brentside ranks 1,717th in England for GCSE attainment (FindMySchool ranking), placing it in the middle 35% of English schools nationally. The average Attainment 8 score of 45.7 reflects a cohort with mixed academic starting points, typical of a non-selective comprehensive intake. Approximately 43% of pupils achieved grade 5 or above in English and Mathematics, the traditional benchmark for GCSE "success," a figure that requires contextualisation given the school's diverse intake and non-selective admissions policy.

Within the EBacc framework, 75% of pupils were entered across all five components (English, mathematics, sciences, history/geography, and a language), positioning the school above national uptake. At 20%, the percentage achieving grade 5 or above in all EBacc subjects reflects the breadth of the curriculum offer. The Progress 8 score of -0.04 sits marginally below the national baseline, indicating that pupils make progress in line with their starting points, a fair measure for a school serving significant social deprivation and multilingual communities.

Recent GCSE results (2025) were celebrated by the school, with 41% achieving between one and thirteen grades in the 7-9 range. This represents genuine progress for a cohort of students and reflects the impact of consistent teaching and targeted intervention.

A-Level and Sixth Form Performance

The sixth form expansion in 2017 created dedicated teaching spaces and fostered academic momentum. In A-level examinations, Brentside ranks 1,205th in England (FindMySchool ranking), placing the sixth form in the middle 35% nationally, a significant achievement given the wider starting points of entrants. The grade breakdown shows approximately 6% achieving A*, 14% achieving A, and 28% achieving B, for a combined A*-B rate of 49%. This contrasts with the England average of 47% achieving A*-B, indicating slightly above-average sixth form attainment. The sixth form received an Outstanding rating in the 2025 inspection, a formal recognition of quality that carries particular weight given the transition to ungraded secondary inspections from September 2024.

Teaching at Brentside is characterised by clarity and consistent methods. In mathematics and science, teachers demonstrate secure subject knowledge and employ structured approaches that support pupils in building understanding sequentially. Curriculum design ensures continuity across year groups; pupils revisit prior learning before progressing to more complex material, reducing gaps and increasing retention. This scaffolded approach particularly benefits pupils for whom English is an additional language, a significant population here.

Applied learning days, featured prominently in school life, bring visiting theatre groups, enterprise projects, and health workshops into the timetable. These are not bolt-on enrichment but integrated occasions where academic learning connects to real-world contexts. The school's specialist arts provision, recognised with Artsmark Gold status repeatedly, manifests in rigorous drama curriculum alongside accessible participation for all. Art studios, including a dark room for photography and darkroom processes, signal serious engagement with the subject. Subject clubs and trips extend learning beyond classrooms; the Speak Out Challenge encourages public speaking and debate, and various departmental enrichment ensures breadth.

For the 37% of pupils for whom English is not a first language, language support is embedded rather than withdrawn. The curriculum is genuinely inclusive, not simply tolerant of diversity. Teaching staff receive ongoing training in safeguarding, and the school operates with clarity around child protection and wellbeing.

The sixth form now operates as a distinct entity with dedicated facilities. Year 12 and 13 students access specialist science, PE, and ICT teaching spaces, a new fitness suite, and a significantly enlarged common room. Students pursuing traditional A-levels choose from approximately 20-25 subjects including languages, sciences, humanities, and creative subjects. Entry typically requires GCSE attainment at grades 4-5 across core subjects, though case-by-case flexibility exists for students with clear motivation and aptitude. The sixth form environment encourages independent study and responsibility; tutoring is organised by academic departments, and pastoral care transitions from form tutors to personal tutors.

The outstanding inspection rating reflects both the quality of teaching and the vibrancy of student experience. Students are prepared not only for universities but for reasoned decision-making about their futures. Approximately 64% of leavers progress to university, with a further 3% moving to further education, 1% entering apprenticeships, and 9% into employment.

University Destinations

The pathways beyond Year 11 are diverse and intentionally so. Approximately 64% of sixth form leavers progress to university. While specific institutional data is not published on the school website, the sixth form's focus on A-level rigour and extended project work positions students competitively. One student secured a place at Cambridge in the measurement period captured in the admissions data. The school's approach to university preparation includes careers guidance from Year 10 onwards and explicit support with application processes, particularly for pupils whose families may lack prior university experience.

Secondary Transition

For younger pupils, the vast majority progress within the school's comprehensive secondary provision. The school's lower secondary, spanning Year 7 to Year 9, focuses on broad curricular exposure and the development of study habits before GCSE option choices in Year 9. Transition from primary to secondary is carefully managed, with multiple familiarisation visits and a tailored induction programme. For those seeking grammar school entry, the school provides familiarisation with the 11-plus format, though it does not offer intensive preparation, reflecting its inclusive philosophy.

Music: A Vibrant Pillar

Music holds a central position in school life. The school's motto, Learning and Achieving Together, is complemented by a genuine music programme accessible to all. Students learn a variety of instruments through specialist teaching. The chapel environment, despite the school being non-religious, provides a performance space for choral groups. Ensembles include choir, orchestra, and smaller jazz and wind bands. Annual concerts feature student musicians at various levels, from beginners to advanced players. The school's recognition of music spans staff and students alike, with dedicated music studios and rehearsal spaces. A termly programme of performances ensures that musical participation is celebrated and visible. Students engage with music technology, composition, and live performance with equal weight.

Drama and Performing Arts

The annual school production remains a marquee event, involving approximately 100 students both on stage and in technical, costume, lighting, and front-of-house roles. Productions have included sophisticated theatrical pieces with full orchestral accompaniment, creating genuine professional experience. The school's music and drama studios, refurbished in 2017, provide performance and rehearsal spaces with full audio-visual systems and professional acoustics. Drama as a curriculum subject at GCSE and A-level trains students in technique, interpretation, and critical analysis. Beyond formal drama classes, the school's applied learning days and festival week showcase student creativity. Arts assemblies and performance evenings provide regular platforms for celebration.

STEM and Innovation

Science and mathematics are taught with rigour and structured progression. The school's science laboratories, recently upgraded with specialist equipment, support practical investigation across biology, chemistry, and physics. Mathematics sits in the school's achievement data as a strength area; sets from Year 4 (in the secondary context) reflect differentiation by attainment. Technology enrichment includes coding clubs and digital literacy programmes, preparing students for a technology-dependent world. Engineering principles are explored through applied learning days, particularly through enterprise projects where students design solutions to real problems. The school provides opportunities for students interested in STEM to engage with university-level content through guest lectures and partnerships with local institutions.

Sports: Breadth and Excellence

Sport at Brentside operates on two levels: competitive achievement and universal participation. The floodlit 3G AstroTurf pitch, operational since September 2017, hosts football, rugby, and other field sports at training and fixture level. Additional pitches can be created, allowing multiple sports to be delivered simultaneously. The sports hall, with its sprung hardwood beech floor, supports basketball, badminton, and indoor athletics. Beyond traditional sports, the school's clubs span rowing, cricket, basketball, handball, korfball, tennis, gaelic football, rugby, badminton, and trampoline training. Girl-specific provision includes Girls Nike training, addressing gender participation gaps. A fitness suite allows post-16 students to develop strength and conditioning routines under guidance. Rowing, pursued by a dedicated student group, takes place on local waterways, connecting the school to London's rowing heritage. Sports days held at local athletics tracks involve inter-house competition and celebrate achievement across a spectrum of abilities, not merely elite performers.

Additional Enrichment and Societies

Student council and leadership development are integrated into school structures. The house system creates natural platforms for student leadership; house captains and representatives carry genuine responsibility. Subject clubs flourish across sciences, humanities, and creative subjects, with students designing their own enrichment pathways. The Jack Petchy Speak Out Challenge develops oracy, a skill explicitly valued in the school's approach to education. Library facilities and book clubs support reading engagement. Careers guidance begins in Year 10 and intensifies in the sixth form, with visiting employers and university representatives offering insights into pathways beyond school. Work experience is arranged for Year 10 pupils, providing practical exposure to employment and professional contexts.

Brentside operates as a non-selective comprehensive, accepting pupils across the full ability range. Entry at Year 7 is coordinated through the local authority. In the most recent admissions cycle, the school received 520 applications for approximately 185 places, generating a 2.81:1 ratio. This oversubscription reflects the school's growing reputation and positive outcomes. Admissions are allocated primarily by distance from the school gates, with named exceptions for looked-after children and those with EHCPs. No entrance examination or aptitude test is required.

Families should check the Ealing Council admissions page and the school's own admissions section for specific distance criteria, as these vary by year and applicant distribution. The school's open events, typically held in September and October, allow prospective pupils and parents to visit and meet staff. Transition for admitted students begins with multiple primary-to-secondary visits in the summer term, ensuring familiarity with buildings and routines before September. Early September includes an induction week focused on settling, orientation, and establishing routines rather than formal academic content.

The sixth form admits students from Brentside and other schools. Entry requirements typically include GCSE attainment at grade 4-5 in relevant subjects, though each application is considered on its merits. Students intending to progress to sixth form should be aware of course requirements, which vary by subject and are detailed on the school website.

Pastoral systems at Brentside are layered and deliberate. Form tutors in the secondary phase provide daily contact, developing relationships that allow early identification of concerns. House systems create an additional tier of pastoral oversight; house leaders know pupils and provide support. The student services team, including counsellors and wellbeing staff, offers targeted intervention for those experiencing emotional or social difficulties. The school operates a zero-tolerance approach to bullying, with incidents handled promptly and with engagement of pupils requiring support in understanding their behaviour.

Safeguarding is not treated as a compliance checkbox but as a genuine priority. Staff receive comprehensive training, enabling them to recognise and respond to concerns. The school's culture explicitly teaches pupils that they have trusted adults to turn to with worries. Attendance is monitored closely, with home-school liaison staff contacting families when patterns of absence emerge. The school's own data shows strong attendance, reflecting student investment in being present.

Mental health support is accessible and non-stigmatised. Pupils access counselling services, with trained practitioners available on site. Mindfulness and resilience-building feature in tutorial time. The school acknowledges contemporary pressures on young people — social media, academic expectations, employment anxiety — and positions itself as a place where these can be discussed openly.

The school operates a standard secondary timetable, typically beginning at 8:30am or 8:50am and finishing at 3:20pm or 3:30pm depending on year group. After-school clubs and activities run until approximately 4:30pm or later, with some activities extending further. The school does not operate breakfast or after-school care in the formal sense; however, students can access school facilities and support until later in the afternoon.

School transport is coordinated through London's network of bus routes. The school's location in Hanwell, on Greenford Avenue, provides good public transport links with several bus routes serving the site. Parking is available in the surrounding roads and school grounds. For students relying on public transport, journey times vary depending on starting point; most students commute from within a 3-4km radius given the school's location and popularity.

School hours are: 8:30am or 8:50am until 3:20pm or 3:30pm (depending on form), with structured breaks and lunch periods. Lunch is provided on site with options catering to dietary requirements including halal, vegetarian, and gluten-free meals. Pupils bring packed lunches or purchase from the school dining hall.

Oversubscription and distance: The school is oversubscribed by nearly 3:1. Families interested in entry should verify current distance criteria with Ealing Council, as the last distance offered varies annually. Proximity to the school provides priority but does not guarantee a place. The school's geographical location means that families living beyond approximately 2-3km may find securing a place challenging.

Diverse intake and language support: The school serves a multilingual, multicultural cohort. Whilst this is genuinely a strength, families expecting a predominantly English-speaking or culturally homogenous environment should be aware of the school's demographic. Language support is embedded in teaching; pupils learning English as an additional language are supported within mainstream classes rather than through separate provision.

Non-selective but with progression expectations: Whilst the school is genuinely inclusive, the school's culture emphasises sustained effort and high expectations. Students thriving here engage with these expectations and develop academic resilience. Students seeking a low-pressure or highly remedial environment may find the atmosphere demanding.

Results sit at the national middle tier: The school does not rank in the top tier nationally for GCSE or A-level. For families seeking a school with exceptional results data, Brentside's middle-tier positioning means it delivers solid outcomes within a truly inclusive model, not elite academic results. This reflects the cohort and the school's values rather than teaching quality, which is consistently described as strong.

Brentside High School exemplifies what an inclusive, comprehensive secondary education can look like when led with ambition and care. The school is not perfect; results data reflects a diverse intake and comprehensive admissions, not academic selectivity. Yet within that inclusive framework, the school has built genuine rigor, strong pastoral care, and a vibrant learning environment. Teaching is consistently described as strong, relationships are characterised by trust, and students demonstrate genuine loyalty to the school. The sixth form's recent Outstanding rating indicates genuine momentum in post-16 education. Ms Charlotte Hames' leadership has consolidated improvement, and staff retention suggests stability. The transformation over the past decade has been real.

Best suited to families in the Hanwell area seeking an inclusive, ambitious secondary education where their children will be known as individuals, challenged academically, and supported holistically. The school suits pupils who thrive in diverse communities and who are willing to engage with high expectations. Not ideal for families prioritising academic selection or ranking position, nor for those seeking a school where ethnicity and language are homogeneous. For local families, Brentside offers genuine value: strong teaching, accessible enrichment, and a genuine community where young people belong.