The Elms Academy Review 2026: Excellence in a Diverse Inner-London Community

The Elms Academy occupies the site where Henry Thornton School once stood, a boys' grammar established in 1929 and famous for its dominance in national lacrosse competitions. When that building was demolished in 2003, Queen Elizabeth II formally opened this new academy on the same Clapham address in 2004, following a four-year campaign by determined local parents, including bestselling author John O'Farrell. Two decades later, the school has shed the early stumbles that led to a "Requires Improvement" rating in 2017 and emerged as a genuine educational powerhouse, boasting a recent Ofsted ungraded visit that praised "exceptional education" and ranked it in the top 15% in England at GCSE (FindMySchool ranking). With 836 students from extraordinarily diverse backgrounds (92% ethnic minority, 41% speaking English as an additional language), this is a school where ambition transcends circumstance and where character matters as much as grades.

The school's three core values, integrity, ambition and determination, are woven through everything here rather than simply posted on walls. Walk into a classroom and you notice calm focus. There's none of the chaos that sometimes characterises large inner-London secondaries. Staff enforce clear expectations consistently, and students respond with politeness and engagement that inspectors have repeatedly highlighted as striking.

Mrs Amy Welch, who became Principal in October 2020, arrived during a pivotal moment. The school had slipped from "Good" (2020) to a rough period, but under her leadership alongside Executive Principal Leon Wilson (who oversees the school and nearby Hurlingham Academy), the trajectory has sharply reversed. The May 2025 ungraded Ofsted visit confirmed something remarkable has shifted: inspectors stated that pupils "enjoy" coming to school, "take pride" in their community, and receive an "exceptional education." That language, from inspectors, is rarely deployed.

The school's informal motto, "Be Exceptional," isn't motivational poster speak here. It reflects a genuine institutional ethos that refuses to accept low expectations based on postcode or family circumstance. The diversity of the student body (54% boys, 46% girls; 48% eligible for free school meals; 16% with identified SEN) is treated as a strength, not a challenge. Staff speak about bringing out the best in every child regardless of background, and the outcomes suggest they mean it.

The Elms Academy's GCSE data reflects a school hitting its stride. In 2024, an Attainment 8 score of 53.7 placed the school above the England average of 45.9. More granularly: 39% of entries achieved grades 9–7 (well above the England average of 54%), while 20% hit grades 9–8 and a further 18% secured grade 7.

The school ranks 693rd for GCSE outcomes, placing it in the top 15% in England (FindMySchool ranking) and 3rd among Lambeth secondaries. That position is especially significant given the socioeconomic profile: with nearly half the cohort eligible for free meals and 41% speaking English as an additional language on entry, the achievement gap narrowed suggests effective teaching and consistent expectations.

Progress 8 was +0.91, indicating pupils made above-average progress from their starting points, a critical metric showing the school doesn't coast on selective intake but actively develops learners. In English Baccalaureate entries, 35% achieved grades 5 or above, compared to the England average of 41%, showing strength in core academic subjects though room for growth in the broader academic suite.

A-Level Performance

The sixth form (approximately 200 students in an integrated entry) delivered particularly strong results in 2024. The school headline, 70% achieved A*–B grades, underscores a sixth form that punches above its weight. Breaking that down: 8% achieved A*, 27% achieved A, and 34% secured B grades. The combined A*–B figure of 70% significantly exceeds the England average of 47%, positioning the school among the stronger sixth form providers in London.

A-level ranks 496th (top 19% in England, FindMySchool ranking), placing it 3rd in Lambeth and attracting high-performing students not only from the main school but also from feeder institutions Hurlingham Academy and Holland Park School. This collaborative sixth form model, part of the United Learning trust's philosophy, creates a dynamic cohort and more subject breadth than any single school could offer alone.

University Destinations

In the 2023-24 cohort, 64% of leavers progressed to university, 4% to further education, and 12% to employment. The Oxbridge pipeline is modest, 10 applications yielded 1 offer and 1 acceptance, but this reflects the school's comprehensive intake rather than any deficit in academic support. More telling are the schools where graduates study: the school publishes an alumni network and mentions Lambeth Academicals, an active graduate society that maintains sporting and social connections.

The curriculum follows the EBacc framework with deliberate enrichment. Students study English and mathematics throughout KS4, and the school offers over 25 GCSE subjects including vocational qualifications. At A-level, the sixth form offers approximately 30 subjects, positioning students for diverse degree pathways.

Teaching quality is consistent. Ofsted's May 2025 visit highlighted an "ambitious curriculum" and noted that lessons are systematically designed to build on prior knowledge and close gaps promptly. The school has invested in staff professional development, particularly around supporting students with SEND and those speaking English as an additional language. With a pupil-to-teacher ratio of 14:1, class sizes average around 24, allowing for closer individual attention than many London comprehensives.

Literacy is threaded through all subjects, the school has a dedicated Literacy Lead, reflecting recognition that language underpins all learning. The school also runs a "Grammar Stream" option, a selective track within the non-selective school, for students seeking an accelerated academic pathway.

Enrichment is a defining feature of The Elms Academy. Compulsory enrichment runs on Monday afternoons for Years 7–8 (3:30–4:30pm), ensuring all students sample diverse activities rather than only those whose families can afford after-school fees.

Drama and Performing Arts

The drama programme is genuinely ambitious. In autumn 2024, the school mounted a production of A Midsummer Night's Dream for the Shakespeare Schools Festival, a competitive national event where school productions are screened and judged. This isn't routine school theatre; entries that proceed typically perform in professional West End venues. The drama club includes extensive set design, costuming and orchestral accompaniment, with rehearsals running over several months. Previous productions have included Mary Poppins, requiring significant technical and ensemble coordination.

Music Programme

Music Club offers instrumental tuition and ensemble participation, with students forming bands and preparing performances for school showcases. A dedicated Music Technology club utilises Apple Logic Pro X for beat-making and music production, positioning musically-inclined students for production-focused careers. The school mentions a chapel choir and orchestra (though specific recordings or tour information wasn't published), and music remains a visible enrichment priority.

STEM and Technology

The STEM Club is pitched as a launch pad for aspiring scientists and engineers, running practical experiments and introducing problem-solving methodologies. Coding Club teaches fundamental programming using visual coding languages, allowing students to design and build digital games and projects. The school's investment in IT infrastructure includes an Apple Mac Suite specifically for music and design applications, reflecting recognition that creative technology drives engagement.

Sports: Comprehensive and Competitive

Physical education is compulsory and varied. The school partners with Harlequins Rugby, bringing professional coaching into rugby sessions. After-school sporting clubs include football (particularly Y7/8 boys), badminton, touch rugby for girls, and table tennis. The enrichment timetable advertises inter-house competitions in multiple sports, feeding into a broader House System that distributes pupils across named cohorts and creates vertical mentoring and competitive spirit.

Duke of Edinburgh is mentioned as an active offering, typically progressing to Bronze and Silver levels. The school maintains a Sports Club lettings operation, indicating substantial facilities including playing fields and indoor courts.

Academic and Personal Development Clubs

Debating Club focuses on oracy and current affairs engagement, critical life skills for university and career. Chess Masters, led by a chess-qualified staff member, teaches strategic thinking. The David Attenborough Club combines environmental education with documentary study and practical conservation work. Young Entrepreneurs teaches business planning, branding and pitching, real-world commercial skills. Finance for KS3 introduces stocks, budgeting and financial literacy.

Public Speaking Club develops speech-writing and presentation skills. Board Games Club and Craft Club (embroidery and knitting) cater to quieter learners. Wellbeing Club integrates journaling, movement, yoga, crochet and meditation, recognition that mental health is integral to learning. The Elms Magazine trains future journalists in article writing, interviewing, layout design and publishing software. Gardening Club teaches plant care and landscape management.

Notably absent from the published list is a traditional academic societies such as a Classics or Maths Club, suggesting the school prioritises breadth and accessibility over depth-focused academic pursuits, which is appropriate for a comprehensive intake.

Entry to the sixth form requires a minimum of five GCSEs at grade 4 (Standard Pass) or above, including English and mathematics. For specific A-level subjects, certain GCSE grades are expected (typically grade 5 or 6, depending on the subject). The sixth form is mixed-entry, welcoming students from Lambeth Academy, Hurlingham Academy and Holland Park School, and maintains approximately 200 students across Years 12–13. A dedicated Sixth Form Team manages transition and pastoral care, with a specific wellbeing centre available for students managing mental health concerns.

The Elms Academy operates non-selective admissions at Year 7, following Lambeth's coordinated admissions process. In recent years, the school has been consistently oversubscribed, with 3.51 applications per available place (based on recent admissions cycles). In 2024, the last distance offered was 1.331 miles, reflecting strong local demand, though distance varies year on year depending on sibling admissions and applicant distribution. Distances vary annually based on applicant distribution; proximity provides priority but does not guarantee a place.

Reception is available from external primaries within Lambeth and immediately surrounding areas. The school participates in standard LA transition arrangements, with Year 7 transition days and familiarisation sessions in summer term. Open events are advertised through the school website and local authority admissions guides; contact the school directly for specific 2025 dates.

The school also advertises a Grammar Stream at entry, a selective pathway within the non-selective school, for students aged 11–18 who achieve high scores in entrance assessments. This dual-track model allows gifted students an accelerated curriculum while maintaining comprehensive community access.

Pastoral oversight is structured through form tutor groups, with staff knowing each student personally. The house system creates vertical cohorts spanning all years, fostering peer mentoring and shared identity beyond form groups. A dedicated SENCO oversees students with identified additional needs and coordinates external agency support.

The sixth form houses a dedicated wellbeing centre, a specific facility for mental health support, counselling and crisis intervention. This reflects genuine institutional acknowledgement that post-16 students face exam pressure, university anxiety and personal challenges requiring professional support. Staff are described as "caring and supportive," assisting with both academic and personal issues.

Bullying is addressed through systematic, well-publicised reporting routes and swift intervention. Ofsted noted that pupils feel safe and that the school's commitment to safeguarding is embedded in daily practice. The school employs clear behaviour policies aligned to its three values, with transparent sanctions and rewards systems shared with families.

The school day runs 8:30am to 3:30pm, with form registration from 8:30am. A breakfast club operates from 7:45am, and an after-school care service extends availability for working families. Enrichment clubs (including sports teams and performances) often extend to 5:00pm or later.

The school is accessible by public transport (Clapham Station is approximately 0.5 miles away; Clapham South tube is 0.3 miles). Lambeth Council provides transport planning information for students with travel difficulties. Uniform is compulsory; the school website details specifications.

Oversubscription: With 3.51 applications per place, entry is highly competitive. Families should verify distance from their address and consider that sibling priority may shift allocations. The last distance of 1.331 miles is not a guarantee; distances vary annually based on applicant distribution.

Diversity as Context: The school serves a genuinely diverse community (92% ethnic minority, 41% EAL on entry). This is a profound strength, but families seeking a socioeconomically selective environment should look elsewhere. Academic support for EAL learners is strong, but immersion in multilingual peer groups is inescapable.

Teaching to the Test Risk: With Progress 8 and A-level as key performance drivers, there's a subtle risk that enrichment, though substantial, becomes secondary to exam preparation in Year 11 and 12. Parents should monitor their child's balance between academic pressure and broader development.

House System Culture: The house system creates school identity, but students are assigned rather than chosen, which some families find constraining. The system reinforces competition, which suits some learners and challenges others.

The Elms Academy represents genuine comprehensive education at its best: high expectations applied universally, diverse intake taught with rigour, and aspiration nurtured without selectivity. The recent Ofsted ungraded visit praising "exceptional education" and the consistent GCSE results placing the school in the top 15% in England (FindMySchool ranking) demonstrate that leadership, staff quality and school culture are what drive outcomes, not pupil mix.

The school isn't perfect, A-level average grades sit below some London comprehensives, and Oxbridge progression is limited, but these are minor qualifications. For families within the Clapham catchment seeking a genuinely inclusive secondary that doesn't shortchange ambition or limit aspirations, this is an excellent choice. The strong house system, compulsory enrichment, and pastoral investment mean every student experiences school life beyond the classroom. Best suited to families who value diversity, welcome high expectations, and appreciate a school that consciously builds character alongside qualifications. The main challenge is securing a place.