Oasis Academy Hadley Review 2026: An All-Through Academy at the Heart of Ponders End

Named after mathematician John Hadley, who lived in the area, this all-through academy serves children aged 2 to 18 in Ponders End. Opening in September 2009, Oasis Academy Hadley has grown into a substantial school with nearly 1,600 students across all phases. Rated Good by Ofsted in September 2021, the school remains one of London's most integrated educational models, combining nursery, primary, secondary, and sixth form provision under one leadership. With GCSE results placing the academy in the top 20% in England and sixth form leavers achieving a 94% university progression rate, Oasis Hadley demonstrates consistent performance across its age range. The school benefits from a modern, purpose-built campus completed in 2012, designed by the architects John McAslan and Partners, featuring advanced facilities including a theatre hall, sports centre, and drama studios that serve both the school and local community.

Oasis Academy Hadley in Ponders End, London has a clear sense of identity shaped by its setting and community. The building sits on a former industrial site that has been transformed into what the architects described as a vibrant learning campus, with the central Agora serving as a hub connecting the library, dining facilities, teaching spaces, and performance areas. The three-storey structure incorporates sustainable design features including solar panels and energy-efficient systems, reflecting a commitment to environmental responsibility that extends into school life. In September 2021, Ofsted inspectors noted that students described school as being "better than the outside world," and this perception stems from carefully cultivated relationships between staff and pupils. The academy maintains an ambitious curriculum across all phases, with particular strengths in mathematics, ICT, and music, reflecting the school's original specialist designations when it opened as a Business and Enterprise college.

Under the leadership of Principal Zoë Thompson, who took office in March 2020, the school has continued to build on its foundations. Thompson's background and clear commitment to inclusive excellence drive the academy's culture of high expectations. Student leadership opportunities abound, with roles including Principal Students selected through interviews, Student Ambassadors drawn from both primary and secondary phases, sixth form mentors, and iPad Champions (the HIccUPs) who provide technology support across the school. Every class is named after a leading university worldwide, reinforcing aspirations and creating a sense of belonging to something larger. The academy operates within a community hub framework, with youth workers and family support staff extending provision beyond the classroom into the wider Ponders End neighbourhood.

Primary Phase Performance

In 2024, 79% of pupils reached the expected standard in reading, writing, and mathematics combined, compared to the England average of 62%. Across individual subjects, reading attainment was at the expected standard for 81% of pupils, with a scaled score of 105 (England average: 100). Mathematics showed similar strength, with 81% meeting expectations and a scaled score of 105. Grammar, punctuation and spelling performance reached 75% at the expected standard, with a scaled score of 106, indicating pupils develop confidence across the foundation skills. At the higher level, 18% of pupils achieved greater depth across the combined reading, writing, and mathematics measures, above the England average of 8%. The primary phase ranks 53rd among Enfield's 87 primary schools, placing it in the typical performance band for schools in England (FindMySchool ranking), in line with the middle tier of schools across England.

Secondary GCSE Performance

GCSE outcomes reflect meaningful progress. In 2024, the Attainment 8 score stood at 44.1, measuring average achievement across eight subjects. The school ranks 1,632nd in England for GCSE results (FindMySchool ranking), placing it in the typical performance band, in line with middle-tier schools. More than a quarter of pupils achieved grades 5 and above across the English Baccalaureate (EBacc), a measure of strong, broad-based achievement. Progress 8 scores of +0.25 indicate pupils make above-average progress from their starting points at Key Stage 2, a positive indicator of value-added progress. In 2023-24, approximately 40% of pupils achieved grade 5 or higher in both English and mathematics GCSEs, the government's measure of standard pass or above.

A-Level Performance

Sixth form results demonstrate particular strength. At A-level in 2024, 12% of grades were A*, 22% were A, and 27% were B, creating a combined A*-B rate of 61%. This performance places the sixth form in the upper quartile in England. The academy ranks 581st in England for A-level outcomes (FindMySchool ranking), placing it firmly in the national strong tier (top 25% of schools), well above typical performance. Ofsted noted continuous progress across the sixth form, with inspectors highlighting that students achieve well and make rapid advances. Six subjects are offered at A-level, providing breadth for students pursuing varied university pathways.

Teachers demonstrate strong subject knowledge, explained with clarity and supported by structured planning. The 2021 Ofsted inspection noted that "Teachers have strong subject knowledge. They are skilled in using and adapting subject plans to ensure that pupils achieve well." Across the academy, staff connect new learning to prior knowledge, helping students retain and build upon what they have already learned. The curriculum is deliberately ambitious, spanning from early years through to sixth form, with staff understanding precisely what they want children to learn at each stage, particularly evident in phonics teaching and the structured approach to early reading. In 2021, through the Horizons scheme, the school provided every member of staff and student with a tablet, supporting independent learning and personalisation of instruction. The school's designation as specialist in mathematics, ICT, and music has shaped curriculum development, ensuring these subjects are taught with depth and enthusiasm.

A distinctive aspect of learning is Life Day, a regular themed day when the ordinary timetable pauses for broader exploration and enrichment. Students also benefit from extensive field experiences. All pupils in Years 7 and 8 undertake three free educational visits annually tied to curriculum topics. Older students enjoy two curriculum-related trips per year, while Year 9 pupils visit a leading university, beginning to build awareness of higher education possibilities. Work experience placements run for sixth form students, enabling real-world exposure to career environments. Ofsted noted careful consideration in reinstating these activities following the COVID-19 pandemic, recognising their importance to the educational experience.

Secondary to Sixth Form

Internal progression from Year 11 to the sixth form is available, though specific numbers are not published. Students who remain move into specialist A-level study across the full range of academic subjects. Entry requirements are set to maintain cohesion with the secondary phase and to prepare students adequately for advanced study.

Sixth Form to University

Sixth form students achieve outstanding progression outcomes. In the 2023-24 cohort, 94% of leavers progressed to university, a figure that far exceeds the England average. Within this, 46% secured places at Russell Group universities or equivalent selective institutions, representing a marked achievement for a school drawing from a diverse local catchment. Two students gained places at Cambridge University, marking the first time the school had achieved dual Oxbridge entry in a single year. This success reflects both strong A-level outcomes and effective university preparation, including attendance at university open days and high-quality personalised support from sixth form staff.

Beyond these headline figures, students secure places at universities across the full spectrum, from the most selective institutions through to comprehensive providers. The sixth form operates an annual Higher Education Fair bringing together more than 40 universities and apprenticeship providers, enabling students to explore options and gather information. Guest speakers have included international diplomats, restaurant critics, award-winning producers, and senior media figures, broadening students' awareness of career possibilities beyond traditional academic routes.

The breadth of extracurricular opportunities reflects investment in making school enjoyable and fostering talents beyond the classroom. Facilities including the theatre hall with 240 seats and professional sound and projection systems, dedicated drama studios, dance studios, and the main sports hall (33m x 18m) enable ambitious delivery.

Music

Music holds a central position in school life. The school operates ensembles across multiple genres, with a chapel choir, orchestra, and smaller performance groups enabling participation from absolute beginners through to advanced musicians. The music programme is underpinned by strong curriculum teaching, with specialist facilities supporting instrumental and ensemble work. Music trips and performances provide platforms for musicians to showcase development and to experience live performance.

Drama and Performance

Drama provision spans curriculum classes and extensive extracurricular activity. The theatre hall hosts productions throughout the year, accommodating both small-scale student-led performances and larger productions involving orchestral accompaniment. Students in Years 7 and 8 develop foundational theatre skills, with older students able to pursue GCSE and A-level drama alongside enrichment opportunities. Drama studios support rehearsal, physical theatre exploration, and devised work.

Sports

The academy benefits from well-resourced facilities enabling diverse sporting opportunity. Football, basketball, badminton, volleyball, cricket, and netball are accommodated within the 33m x 18m sports hall. An all-weather astroturf pitch allows year-round football and hockey fixtures, while a multi-use games area (MUGA) extends outdoor sports provision. The sixth form encourages participation across the range, supporting both recreational engagement and competitive excellence. Sports clubs run before school, at lunchtime, and after school, with teams competing locally and regionally in mainstream competitive frameworks.

Clubs and Societies

A diverse portfolio of clubs operates every evening and during weekends, engaging students from primary through to sixth form. Football, basketball, chess, and debating clubs draw from the behaviour policy documentation. The Hadley Gazette provides journalism opportunities, with a panel of teacher leaders and student leaders selecting contributors. The HIccUPs (iPad Champions) run lunchtime support sessions, helping peers develop technical skills and independence with learning technology. Student Mentors work with younger peers to build confidence and develop leadership. Literacy mentors specifically support reading development and vocabulary extension. Academic clubs enable sixth formers to deepen study in specialist areas and to engage with enrichment beyond the examination specification.

Facilities and Spaces

The school's physical environment supports learning and development throughout the day. The Agora functions as a multi-purpose hub, accommodating dining at lunch, assemblies bringing the whole school together, and informal learning spaces. The library and ICT spaces branch from this central area, creating an interconnected learning environment. House bases provide smaller, secure spaces where each cohort connects with their tutor group and celebrates progress and achievement. The Library functions as a learning commons, supporting independent study and research skills. Specialist rooms include dedicated ICT spaces equipped for computing curriculum delivery and digital fluency development. Interactive whiteboards feature throughout teaching areas, enabling multimedia-rich instruction. The school is an Apple school, with staff and students working in the iOS ecosystem throughout.

The Assembly Hall and Primary Hall provide multipurpose spaces for performances, assemblies, and community events. The conference room accommodates meetings and smaller gatherings. Storage lockers are available for school use. The overall design, completed in 2012, incorporated sustainable features including roof-mounted solar thermal and photovoltaic panels, heat pumps, and solar control glass, reducing carbon footprint and operating costs whilst enabling renewable energy generation.

Entry Routes

Nursery places are available for children aged 2 and above, enabling families to access early years provision within the all-through structure. Reception entry follows standard local authority coordinated admissions processes for the London Borough of Enfield. Year 7 entry is also coordinated through Enfield, with admission based on the published admission policy. Year 12 (sixth form) admissions are handled directly by the school, with applicants required to meet published entry criteria typically including GCSE grades in specific subjects.

In 2024, the secondary phase received 367 applications for 165 places, creating an oversubscription ratio of 2.22. At primary entry, 88 applications competed for 43 reception places, a ratio of 2.05. These figures indicate genuine demand for places within the academy. Admissions are processed through Enfield's coordinated system, with offers following the school's published admissions policy. Parents should verify current entry requirements and timelines directly with the school.

The school does not use selective testing for entry to primary or secondary phases. It operates as a comprehensive, non-selective provider, welcoming students across the full range of prior attainment. Special educational needs pupils, including those with Education, Health and Care Plans, are positively welcomed, with dedicated SENCO support and staff training ensuring inclusive practice.

The academy operates a structured pastoral system around learning communities and house groups. Students belong to one of six learning communities, enabling pastoral staff to know pupils well across the school day. Community activities, including sports day and community life days, build cohesion and celebrate collective achievement. Within houses, relationships are the foundation; tutors provide consistent contact and oversight of wellbeing and progress. University-named house groups create aspirational contexts for pastoral work, reinforcing higher education expectations whilst maintaining a supportive, nurturing environment.

The 2021 Ofsted inspection highlighted that "an ethos of care for the children permeates throughout school, and that staff and pupils have very good relationships." Pupils told inspectors they feel safe and well cared for. Sixth form students serve as positive role models, contributing to the sense of collective responsibility. Behaviour is well managed through the school's Hadley Way, a transparent system of expectations and consequences. Students earn reward points for positive choices, redeemable against items in the Hadley shop, creating tangible recognition of good conduct. Sanctions use a C-point escalation system, structured from C1 onwards, allowing reflection and early intervention. A reflection room provides a space to reset behaviour when needed, supervised by pastoral staff. The system emphasises responsibility and rebuilding rather than purely punitive approaches.

School Hours and Calendar

The academy operates a standard secondary timetable, with the school day beginning at 8:50am and ending at 3:20pm. The academic year follows the standard pattern of autumn, spring, and summer terms, with half-term breaks and statutory holidays. Term dates are published on the school website. Primary phase hours and wrap-around care arrangements should be confirmed directly with the school's admissions team, as these may vary.

Travel and Transport

Oasis Academy Hadley is located at 143 South Street, Ponders End, Enfield EN3 4PX, within walking distance of Ponders End train station and bus stops serving routes to surrounding areas. Ample onsite parking is available for parents and visitors during school hours. The school benefits from integration into the local transport network, with public transport accessibility particularly valuable for sixth form students and staff arriving from across London. The site was previously industrial and has been thoughtfully regenerated as part of the wider Ponders End and South Street urban renewal plan.

Wrap-Around Care and Facilities Access

The school offers access to facilities during term time and school holiday periods through community lettings. For families seeking breakfast clubs or after-school childcare within the nursery and primary phases, queries should be directed to the admissions team or the school directly. The community hub operates youth services and family support, with youth workers and family support staff available within the extended offer.

Beyond the structured systems, the academy cultivates genuine relationships as the foundation of well-being. Staff receive training in supporting pupils emotionally and pastorally. Mental wellbeing is taken seriously, with resources and guidance available to students and families. The school works to prevent bullying through explicit anti-bullying policies and responsive staff. Online safety is a priority, with age-appropriate education helping students navigate digital environments safely. The academy takes safeguarding seriously, with policies, training, and reporting procedures in line with statutory requirements. Parents can access safeguarding information specific to their child's age phase through the school website.

Entry competition. With secondary admissions at 2.22 applications per place and primary at 2.05, securing entry requires families to live within the relevant admissions area. Families should verify the current admissions policy and deadlines with the school or Enfield's admissions service. Sixth form entry is selective by GCSE grades, requiring applicants to meet published entry criteria in their intended A-level subjects.

All-through structure and internal progression. While the school spans ages 2 to 18, progression between phases is not automatic. Families should clarify policies for transition from primary to secondary and secondary to sixth form. The sixth form operates as a selective entry point, though preference is typically given to internal applicants meeting grade criteria.

Specialist designations. The school's strengths in mathematics, ICT, and music are embedded across the curriculum. Pupils not interested in these areas will nonetheless experience them. Conversely, families valuing music or strong mathematics teaching will find a culture supporting these subjects particularly.

Demographic context. The school draws from an area of significant deprivation and serves a highly diverse student population, with 95% of pupils from ethnic minority backgrounds. This is a strength, creating a genuinely multicultural learning environment, though families should understand the local context. Free school meal eligibility stands at 60%, indicating economic need within the catchment.

Oasis Academy Hadley offers comprehensive, ambitious education spanning from age 2 through 18 within a single institutional framework. The all-through model enables progression and continuity, with sixth form results and university destinations demonstrating genuine academic quality. Good Ofsted ratings, coupled with GCSE results in the top 20% in England and 94% sixth form university progression, establish the school as a credible provider. The modern facilities, specialist designation in mathematics and music, and integrated community hub provision add distinctive character. Best suited to families within Enfield seeking non-selective entry with broad curriculum offer, strong pastoral systems, and a school genuinely embedded within its local community. Parents should verify current admissions arrangements, entry criteria for sixth form, and specific wrap-around care provision to confirm the school meets their family's needs.