Edmonton County School Review 2026: Large all-through academy with two campuses and a strong sixth form pathway

Two campuses, one school identity, and a clear ambition to keep pupils on a stable journey from Reception through to A-level and vocational routes. Edmonton County School is an all-through state school in Enfield, with primary provision on the Bury Campus and secondary and sixth form provision split across the Bury and Cambridge campuses. That structure matters day to day, because it shapes pastoral systems, timetabling, and travel patterns for families with children in different phases.

The most recent Ofsted inspection, dated 23 April 2024, judged the school Good across all graded areas, including early years and sixth form provision.

Academically, the picture is mixed in the way many large all-through schools are. Key Stage 2 outcomes are notably strong, while GCSE and A-level outcomes sit around the middle of the England distribution when viewed through FindMySchool rankings. The sixth form offer is substantial, with A-level and applied pathways described as inclusive and course-rich in the school’s published prospectus for September 2026 entry.

The clearest organising idea is community scale with small-school handling. The headteacher explicitly frames the school as a large organisation that aims to feel supportive at pupil level, with its dual-campus model used to keep phases distinct while maintaining shared expectations. This matters most for families weighing an all-through place, because it signals a preference for continuity and a consistent approach to routines, behaviour, and learning expectations.

Values are not presented as marketing slogans; they are positioned as an operating framework. The school states six core values, updated in summer 2025 following consultation, and uses them as the language for expectations and relationships. The emphasis sits on equity and inclusion, compassion and respect, and support with challenge, which aligns with an all-through setting that needs to work well for children at very different ages.

The timetable reinforces a structured feel. For Years 7 to 11, days begin with a tutorial block, then run through a sequence of lessons with a late finish on most days, alongside a designated period for interventions and enrichment. Thursdays are intentionally shortened for pupils to allow staff training time. For some families, that predictability is reassuring; for others, it makes after-school logistics and travel planning a central part of choosing the school.

Leadership is clearly signposted. The school publishes a named leadership team, including a director of sixth form and assistant headteacher roles split by key stage and campus, which is often a marker of a large school that expects parents to route queries through the right channels.

Because Edmonton County School is all-through, it is helpful to read outcomes in three layers, primary, GCSE, and post-16.

Key Stage 2

In 2024, 78.33% of pupils met the expected standard in reading, writing and mathematics combined, compared with the England average of 62%. At the higher standard, 22.67% achieved the higher level, compared with the England average of 8%. Reading and mathematics scaled scores were 105 and 107 respectively, and grammar, punctuation and spelling was 106.

On FindMySchool’s primary outcomes ranking (based on official data), the school is ranked 5,232nd in England and 43rd in Enfield. This sits in line with the middle 35% of primary schools in England (25th to 60th percentile), even though the combined expected standard figure is comfortably above the England average. Families should read that as a reminder that rankings are sensitive to how different outcome measures combine, and that a single strong headline percentage does not always translate into a high placement across all measures.

GCSE

At GCSE, the school’s Attainment 8 score is 46.4 and Progress 8 is 0.23, indicating students made above-average progress from their starting points. The EBacc average point score is 4.18, and 13.8% of pupils achieved grades 5 or above across the EBacc.

On FindMySchool’s GCSE ranking (based on official data), the school is ranked 1,954th in England and 18th in Enfield. This places performance in line with the middle 35% of secondary schools in England (25th to 60th percentile). The additional composite indicator shown for GCSE plus A-levels places the school at 1,113th in England, which is a useful signal for families considering the full 4 to 18 journey rather than one phase in isolation.

A-levels and post-16 outcomes

At A-level, 4.61% of grades were A*, 16.45% were A, and 51.97% were A* to B. The England average for A* to A is 23.6%, while the England average for A* to B is 47.2%. The school therefore sits below the England average for the very top grade band, but above the England average for A* to B.

On FindMySchool’s A-level ranking (based on official data), the school is ranked 1,152nd in England and 8th in Enfield. As with GCSE, this corresponds to a middle-band England placement rather than an elite or high-performing national tier.

A sensible interpretation is that Edmonton County School offers a stable, broad post-16 route that can deliver above-average progress at Key Stage 4 and a solid A-level profile, particularly for students aiming for A* to B outcomes across mixed subject choices.

The curriculum model is built around breadth and clear pathways. On the secondary side, subject provision is organised through a faculty structure with heads of faculty and responsibility lines down to key stage and subject level. That matters for parents because it usually correlates with consistent curriculum planning and clearer accountability for intervention and extension.

Subject availability includes a combination of mainstream academic routes and community language options. Turkish is explicitly listed within modern foreign languages, alongside French and other community language pathways, which is often a strong fit for local cohorts where heritage language study supports both identity and attainment.

The sixth form offer is designed as a set of routes rather than a single narrow track. The published prospectus for September 2026 entry describes A-level pathways, applied and BTEC routes, and Level 2 courses alongside English and mathematics resits where needed. The practical implication is that the sixth form is set up to serve both high-attaining students pursuing competitive Level 3 programmes and students who need a structured bridge to Level 3 or employment training.

Entry requirements for A-level study are clearly stated. The prospectus sets a baseline of at least five GCSE grades 9 to 4 including English and mathematics at grade 4 or above, plus subject-specific requirements. For families with children approaching Year 11, this level of specificity is useful, because it allows realistic planning for subject choice and resit contingencies.

For an all-through school, progression has three main decision points, moving from primary into Year 7, choosing GCSE options, and then progressing to sixth form or leaving after Year 11.

Staying through the phases

The school invests in transition work from Year 6 to Year 7, including a stated programme of contact with feeder primaries and a focus on ensuring pupils feel supported at the point of moving into secondary routines and subject teaching. In practice, this is particularly relevant for families whose child starts in the primary phase, because an all-through setting can offer continuity of culture even when the physical site changes.

Post-16 routes and destinations

The school does not publish a Russell Group percentage or a quantified Oxbridge figure within the materials reviewed for this profile, so the clearest destination picture comes from the published 2023/24 leaver destination data. In that cohort, 65% progressed to university, 12% moved into employment, and 3% started apprenticeships.

This mix suggests a sixth form that supports multiple definitions of success, academic progression for those aiming for university, and practical planning for those who want employment or apprenticeship options. For families, the main question becomes fit, whether the student thrives in a large sixth form where options are broad and expectations around independence are explicit.

Admissions are a major deciding factor here, because demand is strong at both Reception and Year 7.

Reception and primary entry

Applications for Reception entry are coordinated through Enfield’s admissions process, with the published closing date for on-time applications for September 2026 being 15 January 2026.

In the most recent admissions data provided for the primary entry route, there were 53 applications for 16 offers, a subscription proportion of 3.31 applications per place. That is a high-demand ratio for primary entry, and it is consistent with families needing to treat Reception places as competitive rather than assumed.

Year 7 entry

For Year 7 transfer into secondary for September 2026, Enfield’s application deadline is 31 October 2025, with applications opening on 01 September 2025.

In the most recent admissions data provided for Year 7 entry, there were 670 applications for 270 offers, a subscription proportion of 2.48 applications per place. For many families, that level of demand means the outcome is sensitive to priority criteria and distance from the school.

The school’s published admissions criteria make the priority order clear, looked-after children, exceptional medical grounds with supporting evidence, siblings, then distance measured in a straight line. Families should use the FindMySchool Map Search to check their precise distance against the last offered distance data, and to compare it with nearby alternatives on the Local Hub comparison view.

Last distance offered

In 2024, the last distance offered was 4.557 miles. Distances vary annually based on applicant distribution; proximity provides priority but does not guarantee a place.

Sixth form entry for 2026

For September 2026 sixth form entry, the school publishes a timeline that sets the application deadline as 16 January 2026, followed by interviews in February and March, offer letters in March and April, and provisional enrolment around GCSE results day in August.

For external applicants, this is a straightforward message, apply early and treat January as the key deadline month.

The pastoral model is built for scale. The school lists a safeguarding structure with named senior and designated safeguarding leads, which indicates a multi-person system rather than a single point of failure. In a large all-through school, that is usually the right approach, because pupils and students need more than one route to ask for help.

The inspection report confirmed that safeguarding arrangements are effective. Beyond that headline, the day structure itself supports wellbeing through routine, tutorials, and the expectation that students are known through pastoral systems rather than only through subject teaching.

For families, the most practical pastoral question is how the school handles transitions between phases and between sites. The school’s explicit focus on Year 6 to Year 7 transition is a positive signal, but parents should also ask what support looks like for pupils who join mid-phase, for example moving into Year 9 or Year 10, where friendship groups and option choices can make integration more complex.

Extracurricular provision is a useful indicator of how much a school expects students to belong, not just attend. Edmonton County School publishes an extra-curricular programme list for 2025/26, updated in December 2025, which includes both sport and non-sport activities with named clubs and staff leads.

A clear feature is the breadth of practical and academic clubs at Key Stage 3. Examples include Science Club, Year 7 and 8 Coding Club, and a 3D Printing Club. This matters because it gives younger students low-stakes ways to build confidence, relationships, and curiosity outside the formal timetable. A student who joins Coding Club in Year 7, then moves into computer science or information technology options later, experiences a coherent arc rather than isolated activities.

There is also a set of activities that build voice and leadership, such as Debate Club, and creative provision through Art Club, Creative Writing Club, and Drama Club. For students who do not define themselves through sport, these clubs provide a parallel route to belonging and achievement.

Sport is strongly represented with football at year-group level, badminton, basketball across multiple year bands, trampolining, and darts club. The practical implication is that the programme is not just for elite teams. It is designed so that many students can find something that fits their confidence level and schedule.

The school operates across two sites, Bury Campus and Cambridge Campus, so travel planning is part of daily life for many families, particularly those with children in different phases.

For secondary and sixth form, the published school day schedule indicates a start at 08:30 with a tutorial period for Years 7 to 11, and teaching running through to a late finish on most days. On Monday, Tuesday, Wednesday and Friday, the timetable includes a final period up to 16:00; Thursday is shorter for pupils, with time allocated to staff training and student interventions.

For the primary phase, the published core school day runs from 08:45 to 15:15, and the school lists a breakfast club running from 07:45 to 08:45. Details of after-school care beyond this are not consistently published in the sources reviewed, so parents who need wraparound provision should confirm current arrangements directly with the school.

• High demand at key entry points. Primary entry shows 53 applications for 16 offers, while Year 7 entry shows 670 applications for 270 offers. This competition level affects planning, especially for families moving into the area and hoping for an in-year place.

• Distance sensitivity. In 2024, the last distance offered was 4.557 miles. Distances vary annually based on applicant distribution; proximity provides priority but does not guarantee a place. Families should treat historic distances as guidance only and check their position carefully.

• Two-campus logistics. A dual-campus model can improve phase focus, but it can also complicate the school run, sibling drop-offs, and participation in late clubs. It is worth mapping realistic travel times before committing.

• Sixth form entry requirements are explicit. A-level routes require a minimum GCSE profile plus subject thresholds. This clarity helps planning, but it also means some students will be steered towards applied or Level 2 options if GCSE outcomes fall short, which may or may not match a family’s expectations.

Edmonton County School is a large, structured all-through state school that aims to combine community reach with clear expectations and a defined pathway into post-16 study. Key Stage 2 outcomes are a notable strength, GCSE progress is above average, and the sixth form is set up for multiple routes rather than a single academic track. Best suited to families who value continuity from primary through secondary, are comfortable with a dual-campus model, and want a broad curriculum plus a published, deadline-driven sixth form admissions process.