Established in 1956 as a secondary boys' school on Churchbury Lane in Enfield, Chace Community School has transformed significantly over the past decade. The school moved from a "Requires Improvement" rating in 2018 to "Good" across all areas in the April 2022 Ofsted inspection. Under the leadership of Headteacher Tanya Douglas, who took the helm in January 2021, the school has embraced a commitment encapsulated in its motto: "Excellence Has No Limits." With 966 pupils across ages 11–18 and a mixed, diverse cohort where over 45 home languages are spoken, Chace serves the Enfield community as a comprehensive secondary school with a strong sixth form. This is a school in clear upward trajectory, where purposeful teaching, inclusive values, and determined leadership are reshaping outcomes for young people from all backgrounds.
The school's foundation is built on genuine inclusivity. When Ofsted inspectors visited in April 2022, they observed that "lessons are calm as pupils engage constructively with their learning" and that "the school community is truly inclusive." These observations speak to the deliberate culture Chace has cultivated. Pupils are encouraged to have high aspirations and to aim for excellence, yet the school is equally vigilant about ensuring that every child succeeds, regardless of starting point.
Ms Douglas's leadership has brought strategic focus to behaviour and pastoral care. A rewards system now matches the school's clear consequences framework, creating a more positive environment particularly among younger year groups. Staff and governors maintain strong safeguarding systems, with pupils reporting that they feel safe and trust adults to help them. Bullying, when it occurs, is dealt with effectively. The school's environment is purposeful and orderly, marked by strong professional relationships between staff and students.
The campus itself is undergoing significant transformation. A major rebuilding project began in April 2025 and is scheduled to complete by early summer 2027. This investment reflects both the school's ambitions and Enfield Council's commitment to improvement. The current buildings, though dated, continue to house well-maintained specialist facilities including science laboratories, a large sports hall, gymnasium, weight training room, music and drama spaces, and art studios with photography equipment.
Recent GCSE outcomes reveal a school that continues to strengthen its academic trajectory. In the latest data cycle, 37% of pupils achieved grade 5 or above in English and Mathematics combined, comparing this to an England average of 48%. The school's Attainment 8 score stands at 38, positioning Chace in the 70th percentile nationally (FindMySchool ranking). The school ranks 3,222nd in England for GCSE performance, placing it in the bottom 30% tier nationally.
Progress 8 shows a score of −0.6, indicating that pupils make below-average progress relative to their prior attainment at Key Stage 2. This is a key area for development that school leaders have identified and are actively addressing through improved assessment strategies.
The school's Entry Level English Baccalaureate performance stands at 7%, well below the England average of 41%, suggesting that curriculum breadth in this area requires further strengthening.
The sixth form demonstrates stronger performance than the main school. A-level grades show 4% achieving A*, 15% achieving A, and 20% achieving B. This produces an A*–B aggregate of 39%, above the England average of 47%. The school's A-level ranking stands at 1,676 in England (FindMySchool ranking), placing it at the 63rd percentile nationally.
Beyond raw grades, Ofsted noted that "in some subjects, especially in the sixth form, pupils become confident, independent learners." Art students in Year 13 produce notably individual work, suggesting that teaching at this level fosters genuine intellectual growth and creative independence.
England ranks and key metrics (where available)
A-Level A*-B
39.13%
% of students achieving grades A*-B
GCSE 9–7
—
% of students achieving grades 9-7
The school follows an ambitious curriculum underpinned by a belief that teaching is a "seven-year journey." Subject leaders have carefully sequenced content to allow pupils to build knowledge progressively. Teachers check regularly what pupils have learned and intervene quickly when recall gaps emerge, though Ofsted noted this practice is not yet embedded uniformly across all subjects.
In Key Stages 3–4, pupils study a broad and balanced national curriculum. Over 70% elect to take both a modern language and a humanities subject at GCSE, a strong take-up that suggests effective guidance and genuine pupil interest. Reading is a priority: leaders have implemented programmes to help pupils with weaker reading skills catch up quickly, and pupils in Years 7–9 engage positively with independent reading.
Specialist facilities support strong teaching in science, technology (including textiles, food technology, graphics, resistant materials, CAD/CAM, and engineering), and music. The school invests in well-trained staff who adapt lessons to individual need. Pupils with special educational needs receive appropriate support, including smaller specialist groups. Pupils in the early stages of English as an additional language are well catered for, with targeted support to enable rapid language acquisition.
The sixth form operates a distinctive "Chace + Personal Development" programme for all Year 12 students, offering courses designed to support academic curiosity and wellbeing alongside A-level and BTEC Level 3 study. Catch-up GCSEs in English and Mathematics are available for those who need further progress.
Quality of Education
Good
Behaviour & Attitudes
Good
Personal Development
Good
Leadership & Management
Good
In the 2023–24 cohort (n=109 leavers), 42% progressed to university, 9% to further education, 5% began apprenticeships, and 18% entered employment. One student secured a place at Cambridge in this cohort, reflecting the school's growing academic strength in the elite universities sector.
The school has not published a comprehensive list of destination universities, though it partners closely with local higher education and employer bodies to support progression advice. Careers guidance meets the Baker Clause requirement, ensuring all students have access to information about technical education and apprenticeships.
The sixth form itself is popular and successful. A significant number of internal progressors move from Year 11 into the sixth form, and external students also join, creating a mixed cohort. The school reports that many leavers go on to further and higher education, with others pursuing apprenticeships and direct employment. This diversified outcome profile reflects Chace's inclusive approach: academic pathways, technical routes, and employment entry are all valued and supported equally.
Total Offers
1
Offer Success Rate: 50%
Cambridge
1
Offers
Oxford
—
Offers
Drama is a defining feature of Chace's offer. Year 12 and 13 A-level literature students recently attended a performance of Othello at the Theatre Royal Haymarket, described as "transforming from script to stage" with music and stagecraft bringing the play to life. The school stages regular drama rehearsals throughout the academic year, with students participating in school productions that have included full-scale theatrical presentations. This experience of live professional theatre, combined with in-school performance opportunities, helps students develop confidence and analytical appreciation for dramatic form.
The Jack Petchey Speak Out Challenge drew 29 Year 10 students in 2025, who delivered speeches on a range of topics — some humorous, some deeply personal. School leaders prioritize pupil confidence in public speaking, viewing this as essential to character development. The school council and ambassadors programme have expanded opportunities for pupils to take on leadership roles, particularly in Years 7–9, where engagement has been positive.
The Duke of Edinburgh scheme is well-established, with students progressing through Bronze, Silver, and Gold levels. This programme provides structured opportunities for resilience-building, outdoor learning, and team collaboration.
Year 9 students participate in the First Give programme, spending two months identifying social issues in their community and engaging with local charities that address them. Students research and produce presentations championing their chosen cause, competing in a school final for a grant to support their selected charity. This civic engagement project combines research, entrepreneurial thinking, and social responsibility. The final event brings together charity representatives and local community judges, embedding students in meaningful partnership with the wider community.
The Baking Club demonstrates the diversity of after-school enrichment. Year 7 students, led by Ms Jackson, craft items such as puff pastry Christmas trees, combining practical skills with creative enjoyment. This low-stakes, accessible activity builds confidence and social connection among younger pupils.
Sixth form students have participated in memorable trips, including an ice skating outing at Battersea Power Station in December, described as fostering "teamwork, laughter, and unforgettable memories on the ice." These social bonding experiences support wellbeing and peer group cohesion during the intensive A-level year.
The school maintains a gymnasium, weight training room, and large sports hall. Physical education is compulsory and well-provisioned. Pupils participate in structured PE lessons and have access to clubs and fixtures in competitive sports. The football team was noted for strength, and the school fields teams across a range of traditional sports. The competitive element is balanced with inclusive participation, reflecting the school's non-selective ethos.
The school operates before-school, lunchtime, and after-school clubs covering a broad range of interests. Leaders have expanded this offer and continue planning further enrichment, though they acknowledge that engagement among older pupils (Years 10–11) requires targeted encouragement and further opportunity. This reflects the school's honest assessment of an area for development.
Chace is a non-selective community secondary school serving Enfield. Admissions at Year 7 are coordinated through the local authority and follow oversubscription rules based on catchment proximity and sibling priority. The school is not a grammar school; entry is open to all within the admissions jurisdiction.
The sixth form admits both internal progressors and external candidates. Entry is based on GCSE results, with students typically requiring grades 4–5 or equivalent BTEC achievement to access A-level study. The school is inclusive of diverse pathways: BTEC qualifications at Level 3 and some Level 2 options alongside traditional A-levels.
For students requiring specialist support, the school hosts a small resourced provision for pupils with special educational needs, managed by external expertise. The school is responsive to individual need and works closely with the local authority and parents to identify appropriate placement.
Applications
410
Total received
Places Offered
128
Subscription Rate
3.2x
Apps per place
8:50am to 3:20pm (standard secondary hours).
The school is situated on Churchbury Lane in Forty Hill, Enfield Town, London borough of Enfield. It is accessible by local buses serving the Enfield area. The site includes playing fields with Baker Street adjacent, providing significant outdoor space. Parking is available for visitors and staff.
The campus includes a modern canteen (the "Chace Diner"), which has recently benefited from staffing excellence (the head chef won a "Chef of the Year" award from The Pantry in 2025). Specialist rooms support science, technology, art, music, and drama. There is no on-site nursery provision.
Information about wraparound care, breakfast and after-school provision, and holiday clubs should be confirmed directly with the school, as details are not comprehensively published.
Safeguarding is a strength. School leaders have implemented strong systems to protect pupils, and staff are well-trained to understand risk and report concerns. Pupils feel able to speak to adults and are confident they will receive help. Safeguarding leaders work with external partners — social services, the police, children's centres — to support vulnerable pupils. Referrals are made promptly and support is coordinated, with clear records maintained.
The school employs a counsellor who provides weekly support, and leaders have fostered a culture in which emotional wellbeing is taken seriously. The rewards system emphasizes positive behaviour while maintaining clear consequences, creating a more constructive environment.
Staff wellbeing is also prioritized. Senior leaders have established a workload group to ensure that teachers' views are represented in policy changes, reflecting recognition that sustainable school improvement depends on staff care.
Academic performance is improving but remains below England average. The GCSE Attainment 8 score and Progress 8 measure place Chace below national averages. This reflects a cohort with complex needs and diverse starting points. However, the trajectory is upward: leadership is focused and the school has risen from "Requires Improvement" to "Good" in four years. Families considering the school should look at trends rather than single-year snapshots, and should recognize that sustained progress requires continued effort.
Assessment strategies need embedding consistently. Ofsted found that while most teachers check pupil learning regularly, this practice is not yet universal. Some pupils may not build detailed knowledge across all subjects as a result. The school has identified this and is working to implement clearer assessment protocols, but this is an area of active development rather than established strength.
Engagement in enrichment activities among Key Stage 4 pupils could be strengthened. The school is explicit about this. Sixth form students show high engagement in trips, clubs, and leadership roles, but pupils in Years 10–11 participate less fully. Leaders recognize the need to provide further guidance and opportunity to help this age group develop character and confidence. Families should expect the school to continue building this offer.
Diversity is a strength but requires ongoing attention. With 37% of pupils speaking a first language other than English, and significant proportions eligible for free school meals (42%), the school serves a community with varied starting points. The school's inclusive values are genuine, but families from all backgrounds should feel confident that their child's specific needs will be understood and supported.
Chace Community School is a school in genuine improvement. Leadership is determined, staff are invested, and pupils benefit from purposeful teaching in a calm, secure environment. Results remain below the England average, which is an honest assessment. However, the trend is upward and the culture is one of "excellence has no limits" not in hyperbole, but as a daily commitment to help every child progress beyond their starting point.
The school suits families across Enfield who value genuine inclusivity, ambition grounded in realism, and a school community where diversity is asset and norm, not challenge. It is particularly strong for pupils who thrive in a supportive, nurturing environment and for those who benefit from explicit teaching of resilience and character alongside academics. It is less suited to families seeking elite academic results or a highly selective peer group; Chace is comprehensive and proud of it.
The rebuilt campus opening in 2026–27 will provide modern facilities, and the continuity of ambitious leadership under Ms Douglas suggests this school will continue its upward trajectory. Families choosing Chace are investing in a school with proven momentum, not yet at the top of local rankings but visibly closing the gap.
Yes. In April 2022, Ofsted inspected Chace and rated it Good across all areas: quality of education, behaviour and attitudes, personal development, leadership and management, and sixth form provision. This represents significant improvement from the previous "Requires Improvement" rating in 2018. The school is led by a determined headteacher, Tanya Douglas, who took office in January 2021, and the trajectory has been consistently upward. GCSE results are below the England average, but the school's Attainment 8 score has improved, and the sixth form A-level performance is stronger. The school is best understood as a solid, improving comprehensive school with a genuine commitment to every pupil's success.
This is a state school with no tuition fees. Chace Community School is funded by the local authority and is free to attend for all pupils. While there are no tuition fees, families should budget for standard costs such as school uniform, PE kit, school trips (voluntary but enriching), music lessons (if chosen), and lunch. Information about free school meals eligibility should be confirmed with the school directly.
Entry to Year 7 is coordinated through Enfield's local authority admissions process. The school is non-selective, meaning there is no entrance exam or interview. Places are allocated based on the admissions criteria, with priority given to looked-after children, siblings already at the school, and then by proximity to the school. Exact distances and oversubscription levels vary year to year. Parents should check with Enfield Council and the school directly for current admissions information and to understand their chances of a place based on their home address.
Entry to the sixth form is based on GCSE performance; students typically need grades 4–5 or equivalent BTEC achievement. The sixth form is popular, and both internal and external students apply. Sixth form places are not guaranteed, and strong GCSE results increase the likelihood of admission.
Chace has well-equipped specialist facilities for science, technology (textiles, food technology, graphics, resistant materials, CAD/CAM, engineering), art with photography darkroom, drama, and music. There is a gymnasium, weight training room, and large sports hall. The canteen, known as the Chace Diner, serves hot meals and has won recognition for catering quality.
Extracurricular activities include drama productions, the Jack Petchey Speak Out Challenge (public speaking), Duke of Edinburgh Awards, the First Give community project, baking club, sports fixtures and clubs, and leadership opportunities through the student council and ambassadors programme. The school is expanding its after-school club offer, particularly to engage older pupils more fully. Sixth form students benefit from the Chace + Personal Development programme, enrichment trips, and social bonding activities.
A-level results show 4% achieving A*, 15% achieving A, and 20% achieving B grades, giving an A*–B aggregate of 39%. This is slightly below the England average of 47%. The school ranks 1,676th in England for A-level performance (FindMySchool ranking), placing it at the 63rd percentile nationally. Results are stronger than the main school's GCSE performance. The sixth form is popular, with approximately 240 students across Year 12 and 13, and many progress to university. Ofsted noted that students in the sixth form, particularly in subjects like art, become confident and independent learners.
Chace Community School does not have a formal catchment boundary, but it operates within Enfield's admissions jurisdiction. Places are allocated to those who meet the admissions criteria, with distance from the school gate being a key factor after looked-after children and siblings. Parents should contact Enfield Council or the school directly to understand their eligibility and likely distance thresholds for current admissions rounds. The school's official website is www.chace.enfield.sch.uk.
Get in touch with the school directly
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