Mulberry Academy Woodside Review 2026: A structured 11 to 16 school with a clear behaviour framework and a practical STEM pathway

A large, mixed 11 to 16 school in Wood Green, Mulberry Academy Woodside combines a comprehensive intake with a highly structured approach to routines, learning habits, and inclusion. Students are organised into a house system (Ash, Birch, Cedar, Willow), and the school’s published values centre on Pride, Respect and Kindness, with day-to-day expectations set out in pupil “pillars” that cover everything from equipment to participation.

The latest Ofsted inspection (February 2022) judged the school Good, and confirmed safeguarding as effective.

Academically, the GCSE performance picture is broadly in line with the middle tier of schools in England. Ranked 1,779th in England and 11th in Haringey for GCSE outcomes (FindMySchool ranking based on official data), it sits in line with the middle 35% of schools in England (25th to 60th percentile).

What makes the offer distinctive is the blend of practical wraparound and enrichment, including breakfast and after-school provision, plus a STEM strand linked to the Mulberry STEM Academy, with activities such as robotics, Python programming, CREST Silver, and Greenpower electric car racing.

Mulberry Academy Woodside’s “feel” is shaped by clarity and consistency. The school talks about its community in straightforward terms, a mixed, multicultural intake, and a commitment to treating each student as an individual. That same directness shows up in the way expectations are set: the Woodside Shared Values and pupil “pillars” translate into concrete routines, such as having the right equipment, following classroom procedures, and using feedback to improve work.

Leadership stability matters here because the school has been through change. The headteacher is Angela Wallace, and the February 2022 inspection report records that she was appointed in June 2021, with leaders taking steps to deliver rapid improvement. The tone is not about reinvention for its own sake, it is about making behaviour predictable, lessons purposeful, and support accessible.

Support spaces and support teams are part of the school’s stated identity rather than a hidden add-on. The Oak Room is described as a space for students to use socially at break and lunch, and for targeted interventions during the day. A dedicated well-being room is positioned as a safe place to speak to the well-being team, with structured courses for self-esteem and transition.

Mulberry Academy Woodside’s secondary performance data points to steady outcomes with some clear strengths in progress.

GCSE ranking context (FindMySchool)

Ranked 1,779th in England and 11th in Haringey for GCSE outcomes (FindMySchool ranking based on official data). This places the school in line with the middle 35% of schools in England (25th to 60th percentile), which is often where families find a balance between broad access and rising standards.

Key indicators from the dataset

• Attainment 8: 45.8

• Progress 8: +0.17 (above-average progress from starting points)

• EBacc average point score: 4.21

• Percentage achieving grade 5 or above across EBacc subjects: 19.6%

The February 2022 inspection also provides helpful academic context: students study a broad range of subjects across Years 7 to 11, and curriculum planning is designed so knowledge builds over time. The report also highlights dedicated time for students to use feedback so it is not lost, and specific support for students who cannot read well.

The practical implication for families is that this is a school where the intent is firmly academic across a full curriculum, but the strongest argument is “progress and structure” rather than “headline elite outcomes”. Students who respond well to routines, frequent feedback loops, and explicit learning habits often do best in settings like this.

Teaching and learning at Mulberry Academy Woodside is presented as a consistent whole-school model rather than a collection of departments doing their own thing. The prospectus emphasises subject expertise, professional development for staff, and a curriculum approach that explicitly uses disciplinary literacy and metacognitive strategies.

In practice, that means two things families tend to notice. First, there is a strong focus on language, reading, and the way students communicate their thinking, not just in English but across subjects. Second, routines are built into lessons so students know what good learning looks like, such as “paired talk” to rehearse ideas, chunking tasks, and checking work for errors.

The inclusion model is also part of the teaching story. The prospectus describes an extensive team of teaching assistants with expertise in autism, ADHD and developmental language delays, alongside targeted interventions such as social communication groups, maths booster support, and “zones of regulation”. There is also speech and language therapy referenced, plus work with external teams (hearing and vision impairment services, educational psychologists, CAMHS).

This matters because it signals a mainstream school that expects students with additional needs to access the same curriculum as peers, supported by adults and interventions that sit alongside teaching rather than replacing it.

This is an 11 to 16 school with no on-site sixth form, so the main transition point is Year 11 into local post-16 provision. The school describes a careers programme spanning Years 7 to 11, including work experience and employer-facing activities, designed to help students make informed choices about A-levels, vocational routes, technical pathways, and apprenticeships.

The school also signposts a wide range of sixth forms and colleges across north and central London, including local school sixth forms and specialist providers. Examples listed include Haringey Sixth Form Centre, City and Islington College, Alexandra Park School Sixth Form, and London Academy of Excellence Tottenham.

Where the “next steps” story becomes more distinctive is STEM. The prospectus explains that Mulberry Academy Woodside participates in the Mulberry STEM Academy, created by the Mulberry Schools Trust in partnership with Mercedes-Benz Grand Prix Ltd. The programme is framed as a talent pipeline into STEM-related careers, with practical activities ranging from coding robots and Python programming to building and racing Greenpower electric cars, plus pursuing the CREST Silver Award and hearing from industry experts.

For students who are motivated by doing and making, not just revising, this kind of pathway can be a genuine lever: it turns “why do I need this?” into real projects, and it links academic learning to future options without forcing early specialisation.

Mulberry Academy Woodside is part of Haringey’s coordinated secondary admissions. Applications for Year 7 entry are made through the London eAdmissions process rather than directly to the school.

For September 2026 entry, Haringey’s published timeline is clear: applications open on 01 September 2025, the deadline is 31 October 2025, and offer day is 02 March 2026. The acceptance deadline is 16 March 2026, with appeals closing on 13 April 2026.

The school’s admissions page also sets out how places are prioritised if the school is oversubscribed. After students with an Education, Health and Care Plan naming the school, priorities include looked-after and previously looked-after children, and a defined “exceptional medical or social need” route supported by professional evidence, followed by other criteria set out by the local authority.

Open mornings and an open evening are offered as part of the decision process, with the school stating that no booking is required.

Transition is treated as a programme rather than a single day. The school describes primary visits in the summer term, taster days and enrolment evenings typically in July, and early Year 7 baseline assessment using Cognitive Abilities Tests (CATs) to help identify support needs.

Practical tip for families: use FindMySchool’s Map Search to sense-check journey times and neighbourhood options, then cross-reference Haringey’s distance calculator and published admissions rules so you are not relying on assumptions.

Pastoral care here is anchored in structure. Students are expected to be on site by 8:30am for an 8:40am registration, and punctuality is enforced through same-day sanctions for late arrival. The advantage is clarity, students know where boundaries are. The trade-off is that families need to be realistic about travel reliability and morning routines, especially for students who struggle with transitions.

Support is framed as layered. The prospectus points to an inclusion team, specialist interventions, and well-being support, including a well-being room and a transition course for all Year 7 students lasting 6 to 12 weeks. There is also a clear emphasis on personal development content such as healthy relationships and consent, delivered through curriculum time and assemblies.

Bullying is addressed in direct language: the February 2022 report records that students said if bullying occurs, staff deal with it quickly. Families should still ask, during open events, how concerns are logged, how patterns are monitored, and how the school communicates outcomes, but the published picture is that reporting routes and follow-up are taken seriously.

Extracurricular life at Mulberry Academy Woodside reads as purposeful rather than generic, with a mix of academic catch-up, leadership opportunities, sport, and creative activity. The published clubs timetable in the 2025 to 2026 prospectus includes, among others: African Drumming, School Band, Music Production, Debate Club, Equalities Club, Police Cadets, Solutions for the Planet, Coding Club, Science Club (Years 7 and 8), Chess Coaching, and a range of sport options such as futsal, rugby, netball, trampolining, basketball, handball, and volleyball or badminton.

Two features are particularly relevant for working families. First, breakfast provision appears as a standard part of the weekly pattern. Second, the “Stay and Study, Stay and Play” format, based in The Hub, signals an after-school environment designed for both homework completion and safe supervision, not just enrichment.

The implication is straightforward: students who benefit from a longer, supported day can build better habits, especially around homework completion and organisation. It also reduces the pressure on families to find external clubs or supervision every afternoon.

Mulberry Academy Woodside states that students should arrive by 8:30am for 8:40am registration, and the school week totals 32 hours and 30 minutes.

Breakfast and after-school provision is part of the school’s offer, and the prospectus describes both breakfast and after-school clubs designed to support childcare needs and provide a safe, structured start and end to the day.

This is a state school with no tuition fees. Families should still plan for the usual costs that sit around a secondary place, such as uniform, trips, and optional activities.

• Inspection recency. The most recent full Ofsted inspection is February 2022. That is still relevant, but it predates the most current inspection framework changes, so families should use open events and current policies to understand what has changed since then.

• Consistency of behaviour routines. The school places heavy weight on behaviour systems and punctuality, including same-day consequences. This suits many students, but it is worth checking how consistently routines are applied across classes, especially if your child is sensitive to perceived unfairness.

• Attendance expectations and support. Attendance improvement is an explicit focus in official reporting, and persistent absence has been flagged as an area needing ongoing attention. If your child has medical needs, anxiety, or a history of irregular attendance, ask how attendance support is structured and how quickly help is escalated.

• No sixth form on site. Students will need to make an active post-16 transition at the end of Year 11. The school signposts local sixth forms and colleges, but families should plan early so Year 10 and Year 11 choices align with realistic next steps.

Mulberry Academy Woodside is best understood as a large, structured comprehensive with a clear routines-first culture and a serious approach to inclusion. Results sit around the middle band nationally, but progress indicators are positive, and the school’s distinctive strength is the way it combines pastoral systems, extended-day support, and practical STEM opportunities into a coherent offer.

Who it suits: students who respond well to clear expectations, benefit from structured support, and are likely to engage with enrichment that feels practical and career-linked, particularly through STEM. Entry is through Haringey’s coordinated admissions, so families should anchor their decision in the published timetable and criteria, not informal assumptions.