Ark King Solomon Academy Review 2026: Exceptional Progress in a Purpose-Driven School

When visitors step into the Penfold Street campus on an ordinary Tuesday morning, they encounter something unexpected in a Westminster state school: pupils filing between lessons with purposeful focus, and from the music suite, the unmistakable sound of string instruments being tuned in unison. Every student at King Solomon Academy learns a string instrument to orchestra standard, a commitment that sets the entire educational philosophy into relief. This is a school where high academic expectations coexist with genuine pastoral care and cultural ambition. Founded as a primary academy in 2007 and expanded to secondary in 2009 by philanthropists Ron Beller and Jennifer Moses, the school now operates as an all-through institution across two locations, serving pupils from nursery through Year 13. The most recent Ofsted inspection in December 2023 awarded Outstanding across all categories, affirming what the numbers already suggest: this is a school that has learned to make exceptional progress the norm.

The two-site structure creates distinct identities while maintaining a single culture. Younger pupils (nursery to Year 4) are based at Crompton Street, where a newly built nursery facility and extensive outdoor spaces include a woodland garden and Forest School provision. The Older Years Site on Penfold Street, steps from Edgware Road tube station and close to central London's cultural heart, houses Years 5–18 and occupies the original secondary building. This dual arrangement allows the school to tailor provision to different developmental stages while keeping the all-through journey intact.

Max Haimendorf, the Principal since becoming All-through leader in 2016 (though he arrived as Secondary Head in 2008), embodies the school's philosophy with unusual clarity. His leadership style emphasises high expectations paired with genuine care, a phrase that appears throughout school documents not as jargon but as lived practice. Haimendorf himself trained through the Teach First programme and was honoured with an OBE in 2020 for services to education. His tenure included the 2016 merger with Ark Paddington Green at primary level (noted) Academy, creating the integrated all‑through structure that defines the school today.

The school's values, Aim High, Work Together, Be Kind, Lead the Way, are not decorative. This means pupil voice runs through everything from classroom decisions to school policy. Leadership roles permeate the school: classroom ambassadors in primary years, peer mentors in secondary, sixth-formers serving as role models during assemblies. The atmosphere is notably calm. Walking the corridors, you observe behaviour that is clearly expected rather than exceptional, pupils know the routines, and staff know the pupils well enough to notice when something is amiss.

Primary Results

In the 2024 Key Stage 2 assessments, 83% of pupils met expected standards in reading, writing and mathematics combined, compared to 62% in England. This represents above-average performance, though not exceptional by selective school standards. The school ranks 5,845th in England for primary outcomes (FindMySchool ranking), placing it in the solid mid-range. Reading scaled scores averaged 107 (national: 100) and mathematics 106 (national: 100), indicating consistent strength in foundation subjects but without dramatic outperformance. What matters here is trajectory: the school's primary phase lays groundwork that feeds into secondary results with measurable momentum.

GCSE Performance

The secondary transition reveals a school in its strongest position. At GCSE, King Solomon achieves an Attainment 8 score of 59.6, significantly above the England average. Progress 8 scores of +1.18 indicate pupils make above-average progress from their starting points, a crucial metric revealing that the school adds genuine value. The school ranks 485th in England for GCSE performance (FindMySchool ranking), placing it in the top 11% and well above the England average. This is a above England average (top 25%) performer by objective measure.

Over half of pupils (51%) achieved grades 5 and above in the English Baccalaureate subjects, a measure of breadth that exceeds national expectations. Proportionally, this signals pupils taking sciences separately, languages to GCSE, and rigorous humanities alongside English and mathematics.

A-Level Performance

Sixth form results are more typical of broader state school provision. With 55% achieving A*-B grades at A-level (compared to 47% in England), the cohort performs above average but not exceptionally. The school ranks 818th in England for A-level outcomes (FindMySchool ranking), placing it in the middle of the distribution. What this reflects is a genuine comprehensive intake feeding through the sixth form: not all pupils aspire to or achieve A-level places, and those who do represent a diverse attainment profile. The school reports that 81% of leavers progressed to university in the 2023-24 cohort, with 4% entering apprenticeships and 8% into employment, a balanced distribution reflecting the school's intentional approach to post-18 pathways.

The curriculum design explicitly prioritises university preparation without narrowing early learning. From Year 1, pupils engage with subjects that keep options open: separate sciences from Year 7, French from Year 1, and a long school day that extends core learning time. Sixth-formers study three A-levels (with optional fourth), supported by a dedicated Head of Careers and Universities, and pastoral sessions each week addressing university applications, apprenticeship routes, or employment preparation.

The teaching force comprises graduates from selective universities, many trained through Teach First as well as traditional PGCE routes. Lessons follow clear structures: direct instruction, guided practice, independent application. The style is rigorously academic without being arid. Pupils describe lessons as challenging but fair, with teachers showing genuine knowledge of their subject matter.

An unusual strength is the integration of "super-curriculum" thinking. Students are expected to read beyond set texts, explore subjects through online university courses (MOOCs), and apply for external competitions and enrichment programmes. Goldman Sachs delivers workplace workshops in sixth form. The Realising Opportunities Programme connects students to research-intensive universities like Warwick, Nottingham, and Manchester, providing alternative offers for eligible students.

Every pupil at King Solomon Academy learns a string instrument to orchestra standard, this is not an offer, but a core curriculum requirement. The school's String Academy begins in Year 1 and continues to GCSE, with specialist teaching, ensemble performance, and progression pathways for those who choose further study. This creates a shared cultural experience that extends beyond music lessons: pupils perform unabridged Shakespeare productions with orchestral accompaniment, participate in school concerts and external performances, and develop discipline and collaborative skills embedded in daily learning.

The school's annual music gala at the Barbican Centre showcases the broader Ark network's musical talent, positioning King Solomon students within a larger community of musical excellence. For students not pursuing music further, the requirement to reach orchestra standard represents genuine cultural capital, literacy in performance, musicianship, and collaborative creativity that shapes how they approach other learning.

King Solomon's extracurricular provision reflects the school's dual commitment to breadth and depth. Rather than listing activities, the school has identified clear pillars where excellence is visible.

Drama: Professional and Ambitious

The school performs unabridged Shakespeare productions annually, a remarkable ambition for a comprehensive state school. Year 7 students engage with Shakespearean texts not in classroom isolation but as performers, often learning parts and working with professional directors. Recent productions have drawn audiences from beyond the school community and represent a sustained commitment to demanding theatrical work. The drama curriculum extends from primary storytelling through secondary scene work and sixth-form technical production.

Sports and Physical Achievement

While the school does not emphasise sport as a primary identity, the provision is comprehensive. Pupils have access to dedicated sports facilities, with fixtures and inter-house competitions across football, netball, cricket, and other traditional activities. House systems integrate pupils across ages, creating mentoring relationships and identity beyond individual achievement. The school runs annual sports days where entire cohorts compete and celebrate athletic participation.

Leadership and Mentorship Structures

Embedded across the school are formal leadership roles. Classroom ambassadors in primary years take responsibility for peer learning. Secondary pupils serve as peer mentors, supporting younger students through reading partnerships and transition support. Sixth-formers deliver assemblies, mentor younger cohorts, and lead house activities. These roles are not ceremonial but carry genuine responsibility and visible impact on school life.

Academic Enrichment and Competition

The school encourages participation in subject competitions. History trips to First World War memorials in Belgium for Year 10 provide lived historical understanding. Science support includes regular trips to museums and galleries in central London, accessible given the school's Westminster location. The curriculum includes explicit preparation for university entrance exams and competitive applications.

The Oxford Preparation Programme

Students with exceptional GCSE attainment are invited into the dedicated Oxbridge Programme, which includes mock interviews, admissions test revision, support from Ark's Project Oxbridge, and guidance from external programmes like Target Oxbridge and OxNet. In 2024, one student secured a Cambridge place from nine applications, a modest conversion rate reflecting the school's comprehensive intake and the genuine selectivity of Oxbridge.

University Transitions and Residential Experiences

Year 6 pupils complete a week-long residential at Oxford, attending university lectures, engaging with sports facilities, and experiencing punt races on the Cherwell, a visceral introduction to university life. Year 12 students undertake a residential at Bath University; Year 13 students travel to Berlin. These experiences are not one-off treats but embedded in the curriculum, ensuring every pupil experiences university campuses and international contexts.

Pastoral and Personal Development

The school's Personal Development curriculum explicitly addresses wellbeing, relationships, financial literacy, and civic responsibility. PSHE lessons integrate throughout the week, and the school's strong relationships with families, initiated from the nursery phase, mean pastoral staff know family contexts and can intervene early when needed. Counselling and mental health support are available, with external partnerships where appropriate.

University Destinations and Russell Group Pathways

81% of sixth-form leavers progressed to university in the 2023-24 cohort, reflecting the school's explicit focus on higher education preparation. The school's definition of success at age 18 is attendance at a "top third university", categorised into Super Selective, Highly Selective, and Selective institutions. This framework (rather than vague "good universities") helps students make informed choices and understand the selectivity landscape.

Students regularly secure places at research-intensive universities including Warwick, Nottingham, Kings College London, and Manchester through the Realising Opportunities Programme. The school emphasises that strong A-level grades and super-curricular activities are necessary but not sufficient for elite institutions; students must demonstrate genuine subject passion and intellectual curiosity.

Oxbridge applications remain modest in number (9 applications in the measurement period, with 1 Cambridge acceptance) but generate visible institutional support. The school's candid advice to Oxbridge applicants, reading widely, demonstrating passion, avoiding applications driven by prestige alone, suggests realistic expectations.

Alternative Pathways

4% of leavers pursue apprenticeships, particularly high-quality degree-level apprenticeships supported by the Ark Professional Pathways programme. The BTEC Extended Diploma in Business provides an alternative to A-levels, positioning business education as equally rigorous as academic subjects. 8% of pupils enter direct employment or other pathways, reflecting the school's inclusive definition of success.

Post-University Support

The school offers bursaries of £3,000-£50,000 for Year 13 leavers entering higher education, acknowledging that financial barriers persist even when university places are secured. This represents a long-term commitment to pupil success extending beyond sixth form.

Primary admission is coordinated by Westminster Local Authority. The school is consistently oversubscribed, with 146 applications for 85 Reception places in 2024 (a subscription ratio of 1.72). After looked-after children and those with EHCPs, places are allocated by distance from the school gate. The exact distance threshold varies year to year based on applicant distribution and sibling admissions, so families should verify their position with the local authority directly.

Secondary admissions data is limited in official sources, but the school's all-through structure means many pupils progress internally from Year 4 to Year 5. External applications to secondary are accepted and subject to similar oversubscription. Sixth form entry is direct to the school (not LA-coordinated) and requires five Grade 6s and above at GCSE for academic A-levels, or five Grade 5s for the BTEC Business pathway. Individual subject requirements apply; prospective students must check specific course prerequisites.

The school actively welcomes applications from across London and beyond. Sixth-form open evenings occur annually (in 2024, October and November), and the school operates a friendly, informative application process.

The all-through structure allows staff to know pupils and families across a decade or more of schooling. Relationships formed in nursery persist through to sixth form, enabling early identification of needs and consistent support. The school employs dedicated SENCo support for pupils with identified needs, though the mainstream structure means it is not a specialist setting.

House systems integrate pupils across year groups, creating mentoring relationships and fostering belonging. Regular safeguarding training ensures staff are alert to concerns. The school has strong attendance support systems and works actively with families on attendance from the primary phase onward, resulting in measurably improved attendance trajectories.

For sixth-formers, pastoral care extends to university preparation, financial guidance (including bursary support), and mental health signposting. The school's commitment to knowing every pupil extremely well, articulated repeatedly in policy and practice, means pupils report feeling supported even within a school of 1,300 pupils.

School hours

8:45am–3:30pm (secondary); extended hours available for wraparound care including breakfast club and after-school provision. Holiday clubs operate during school holidays.

Site locations

Younger Years (nursery to Year 4) at Crompton Street, W2 1ND; Older Years (Years 5–13) at Penfold Street, NW1 6RX.

Travel

The Penfold Street site is immediately adjacent to Edgware Road tube station (Circle, District, and Hammersmith & City lines), making central London access straightforward. Younger Years site is walkable from several tube stations and well-served by buses.

Contact the school directly for enquiries.

Contact the school directly for enquiries.

Oversubscription reality. Admission to primary is genuinely difficult. With 146 applications for 85 places, many families within reasonable distance will not secure places. The all-through model means secondary entry is less chaotic for internal pupils, but external secondary admission follows the same pressure. Families should verify distances carefully before investing emotionally in the school.

Two-site structure. The split between Younger Years and Older Years means pupils change location at Year 5, and primary parents drop off at Crompton Street rather than the main secondary campus. This can feel fragmented, particularly in transition, though the school works intentionally to minimise disruption. Families should visit both sites to understand the transition pupils experience.

High expectations culture. The explicit focus on university preparation, the long school day, and the ambitious curriculum create an environment that assumes all pupils are "climbing the mountain to university." For families with different definitions of success, or for pupils who find this framing pressuring, the culture may feel misaligned. The school is not a nurturing refuge but a purposefully demanding educational community.

Music requirement. Every pupil learns a string instrument to orchestra standard. This is extraordinary and deeply enriching, but it is non-negotiable. Families uncomfortable with required music engagement should be aware this is core curriculum, not an optional enrichment.

Ark King Solomon Academy is a school that has convinced itself, and demonstrated through results, that all pupils can achieve at a high level. The GCSE results place it in the top 11% in England, the Ofsted rating affirms consistency across all categories, and the cohesion between academic ambition and pastoral care creates an environment where high expectations feel supportive rather than harsh. The all-through model, from nursery through sixth form, is increasingly rare and allows profound knowledge of individual pupils and families. The string orchestra requirement and Shakespeare productions are emblematic of a school confident enough to insist on cultural excellence alongside academic rigour.

Best suited to families who share the school's belief that all children can succeed at university, who value the all-through continuity, and who are willing to navigate the highly competitive admissions process. This is not a school for those seeking a traditional pastoral approach or for families uncomfortable with overt university-preparation messaging. For those who align with the vision, this is among the finest comprehensive schools in London, combining genuine comprehensiveness with measurable excellence.