Monk's Walk School: Academic Excellence and Accessible Achievement

The chapel bells mark the hours across the Knightsfield campus, and when Alesha Dixon, the accomplished singer and television personality, walked these corridors as a student, she discovered a school committed to something uncompromising: excellence that extends to every single student. Monk's Walk opened in 1964 and is now an oversubscribed academy in Welwyn Garden City, serving over 1,400 students aged 11-18 across a mixed and genuinely all-ability community. The school's guiding motto, Excellence for All, runs through everything from exam results to extracurricular participation. Ranked in the top 16% of schools in England for GCSE outcomes (FindMySchool ranking), with a sixth form now numbering 268 students, the school combines consistent academic performance with the kind of pastoral infrastructure that keeps behaviour standards high and wellbeing genuine. Students speak enthusiastically about belonging here, and the Gold School Games Mark awarded for 2024-25 reflects the breadth of physical and competitive opportunities on offer.

Monk's Walk is a school where high expectations create momentum rather than anxiety. Pupils feel genuinely comfortable here, benefiting from an environment where positive relationships thrive across year groups. Teachers combine rigour with warmth; many deliver lessons that are clear and well-structured, modelling examples that help students understand how to structure their own responses. The questioning approach means teachers gauge understanding effectively before moving students on to more advanced material.

The five simple behaviour expectations set an orderly tone: arrive on time with everything you need to work; listen in silence; put up your hand when you need attention; follow instructions immediately and without argument; keep hands, feet, objects and inappropriate comments to yourself. These rules are genuinely enforced and consistently applied, creating an atmosphere where learning feels like the main event rather than an afterthought. Behaviour is exceptionally good, with students polite and respectful towards each other and visitors.

The house system anchors community identity. Every department runs a house event during the year, with House Drama in autumn, House Music in spring, and House Sport in summer. Points are awarded for attendance, commendations and environmental efforts, creating a tangible culture of participation. Sixth-form students display advanced knowledge and articulate their thinking clearly in class work, reinforcing a culture of academic ambition that younger students aspire to. The Result is a school where both academic achievement and personal development are visibly celebrated.

Matt Grinyer, the headteacher, has led the school with a commitment to inclusive excellence since taking the post. Leadership is approachable; parents report finding communication effective and leaders responsive to their concerns. The Student Support Centre provides a welcoming space for vulnerable learners, with a well-trained SEND team that identifies individual challenges early. Strategies are tailored so that all pupils can access the curriculum alongside their peers, and data shows that disadvantaged and SEND students actually progress better at Monk's Walk than they do nationally.

GCSE Performance

In 2024, the school achieved strong GCSE outcomes. An average Attainment 8 score of 50.4 places the school well above the England average of 46 (rounded). 39% of grades across the cohort were in the top band (grades 9-7), and when comparing the full picture, these figures place Monk's Walk firmly among the higher-performing state secondaries in Hertfordshire. The school ranks 1st locally within Welwyn Garden City and 745th in England for GCSE performance (FindMySchool ranking), placing it in the top 16% of all secondary schools nationally.

Progress 8 score of +0.24 indicates pupils make above-average progress from their starting points, particularly strong for a comprehensive intake. The school enters a high proportion of students for the English Baccalaureate, with 10% achieving grades 5 or above in the required subjects.

A-Level Performance

Sixth-form results continue the pattern. The average point score per grade in 2024 was 36.2, equivalent to B-, with 57% of grades at A*-B. The A-level take-up reflects the school's commitment to facilitating subjects (Maths, Sciences, English, Languages) with decent cohort sizes. Most students applying to university secured places at their first or second choice institution, suggesting both strong preparation and effective guidance through the application process.

The sixth form operates as a distinct entity, with sixth formers at the heart of a consortium that includes four other schools. Guest students from partner schools number 82 in Year 12 and 61 in Year 13, bringing external perspective and choice to the sixth-form experience. This is the largest sixth form the school has ever had and reflects both its academic reputation locally and the appeal of its pastoral model.

The curriculum is carefully sequenced across year groups, with knowledge built intentionally and skills developed in a spiral pattern where prior learning is reinforced and complexity increases as students progress. In Year 7 and 8, teaching occurs mostly in mixed-ability form groups of around 28 pupils, with setting by ability beginning in Maths and English from Year 7, and expanding to Science and RE in Year 8. Design and Technology is taught in smaller groups of 17-20 from the start, allowing practical work to happen safely and effectively.

Subject specialists have broken down curriculum content into manageable increments, enabling teachers to plan lessons that are well-structured and purposeful. Literacy, numeracy and communication skills are threaded through all subject areas, and the result is pupils who engage confidently with learning tasks designed to consolidate their understanding.

The school actively supports students with most able needs through programmes like House Aspire, a Key Stage 3 initiative where each department designs tasks that extend learning beyond the standard curriculum. Students complete a series of challenging, accessible and engaging tasks across the year; those completing seven out of nine departmental boxes can earn voucher rewards.

All students study either French or Spanish in Years 7 and 8, with choice in Year 9. The school also offers a strong music programme, with many GCSE and A-level music students expected to participate in at least one extracurricular ensemble to develop their musicianship. Specialist instrument tuition is available through Hertfordshire Music Service.

The sixth form feeds into a wide range of universities. In 2024, 62% of leavers progressed to university, 6% entered apprenticeships, 23% went directly to employment, and 2% pursued further education. Beyond the age of 18, the vast majority who continue in education move to Russell Group universities and other selective institutions, with Cambridge attracting a small but consistent cohort. In the 2023/2024 cohort, one student secured a Cambridge place.

Sixth-form entry is competitive but accessible. The school welcomes strong GCSE performers, typically looking for at least grade 5 in English and Maths alongside solid performance in their intended A-level subjects. Students who don't meet the standard entry route can apply for consideration on an individual basis through the Head of Sixth Form. Internal progression from Year 11 to sixth form is substantial, with many pupils continuing their education at Monk's Walk rather than moving elsewhere.

This is the heart of Monk's Walk's identity, and it is deliberately extensive. The school has a clear philosophy: every student should discover at least one activity that feels like theirs. The extracurricular offer spans music, drama, STEM, sport and service, with participation actively monitored and encouraged across all demographic groups including those with SEND.

Music: A Central Pillar

Music plays a vital part of students' education, and the school's choirs have performed at the Royal Albert Hall, with consistent local competition wins over the past three years. A wide range of free musical activities run weekly at break and lunchtime, all open to all students and all ability levels from complete beginner through to advanced. The school's dedicated music website (monkswalkmusic.co.uk) coordinates ensembles and resources.

The MWS Jazz Band is a named ensemble running after school, with GCSE and A-level musicians helping to lead and mentor younger participants. The expectation that advanced musicians attend at least one extracurricular activity creates a virtuous cycle where older students model commitment and younger pupils aspire to join. String quartets, woodwind groups and brass ensembles operate alongside the main choir and orchestra. Many students benefit from subsidised instrument tuition through Hertfordshire Music Service partnership, and the school actively encourages applications to the National Youth Orchestra's Inspire 2026 programme.

Drama: Professional and Accessible

The Drama Studio serves as the venue for weekly assemblies and major productions. The 2024/25 production of Sister Act is open to all students Years 7-11, whether they want to sing, act, dance or work on technical elements. The school explicitly states there is no pressure and no prior commitment required; students can come and observe before deciding whether to audition. This genuinely inclusive approach means the cast is substantial and diverse, reflecting the school's commitment to participation over prestige.

Drama is taught across all key stages with strong subject knowledge. At KS3, students explore theatre history (Greek Theatre, Commedia Dell'Arte, Melodrama) and use drama as a medium to explore social issues in a safe environment. GCSE and A-level cohorts progress to more demanding ensemble work and devised performance, with OCR as the examination board.

Sports: Gold School Games Mark

The school was awarded the Gold School Games Mark for 2024-25, a national recognition of commitment to sport, physical activity and competition across the entire school. The house competitions (House Sport in summer term) drive participation, with leagues displayed on notice boards and in form rooms creating visible incentive and celebration.

Teams compete in rugby, football, netball, basketball and other traditional offerings. The school employs specialist PE staff and maintains both indoor and outdoor facilities suited to competitive play. Trip opportunities extend to ski trips (Italy in February, for instance) and residential sports experiences. The breadth is genuine; students of all ability levels find a sporting niche, whether in elite team training or casual participation.

STEM: Innovation and Enterprise

The school offers computing and STEM extension across the curriculum, with Computer Science taught as a standalone subject from Year 7. Design & Technology reaches smaller groups (17-20) enabling practical engagement with materials and tools. Science is taught as three separate subjects from Year 9 (Biology, Chemistry, Physics), with laboratory work and practical investigations embedded in lessons. The curriculum materials support both foundational understanding and higher-level challenge.

Club provision is actively promoted. Students can engage with coding projects, digital design, and problem-solving challenges. The school's position within a secondary/sixth-form setting means students can see and engage with A-level applications of STEM subjects, fostering aspiration.

House System and Service

The four house competitions (Drama, Music, Sport, and departmental events) create structured opportunity for every student to contribute. Sixth-formers often lead, judge or support events, reinforcing their leadership role. Service and community engagement are woven through the curriculum; PSHE (Personal, Social, Health, Education) covers social issues, wellbeing and cultural understanding in age-appropriate ways.

Participation Rates and Inclusion

Leaders actively monitor uptake of extracurricular opportunities by specific groups (disadvantaged students, SEND pupils) and intervene proactively where participation lags. The result is high participation across all demographics. Students speak positively about belonging and being known, suggesting the scale of the school (1,400 pupils) has not eroded genuine community.

Monk's Walk is heavily oversubscribed. In 2024, there were 729 applications for 240 Year 7 places, with 197 as first preference. As the school is its own admitting authority, the allocation process is direct rather than through the Local Authority. Distance from school is the primary criterion after looked-after children and those with EHCPs.

Sixth-form entry is separate. Year 11 students take internal interviews in January (typically 21-30 January for the coming year), and external applications from other schools are also considered. The school typically requires grade 5 or above in English and Maths as a baseline, with subject-specific requirements for A-level study (e.g., grade 6+ in Maths for A-level Maths).

The school sits on the outskirts of Welwyn Garden City, a purpose-built town on the outskirts of London with direct rail links to central London in under 30 minutes. Motorway access (M1, M25, A1(M)) is good, and most families can reach the school within 20-30 minutes by car. Many students rely on public buses; the school factors this into winter closure decisions.

School hours are 8:40am to 3:20pm, total time in a typical week 33 hours and 20 minutes. The school restaurant operates at break and lunchtime, offering salads, pasta, sandwiches, jacket potatoes and other choices, with the eatwell Healthy Eating menu in place. No fizzy drinks, sweets or crisps are sold. Cost is capped at £2.80 per meal. Note that catering facilities are not nut-free; allergen warnings are printed on menus.

Assemblies occur twice weekly during registration. One is run by Senior Leadership and takes place in the school hall; the other is led by the Head of Year and takes place in the Drama Studio, creating a sense of routine and order that pupils report positively.

The school has genuine safeguarding structures in place. Child protection arrangements are effective, and staff are trained to recognise warning signs of any kind of abuse. Safeguarding takes precedence over other activity; the school makes this explicit in its recruitment processes and induction.

Pastoral form tutors lead tutor groups of around 20-25 pupils and provide consistent adult relationship. For students needing additional emotional or therapeutic support, the school employs trained counsellors who visit weekly and can work with students on specific issues. For pupils with identified SEN, the Student Support Centre offers a quiet, supervised space with staff trained to deliver bespoke support.

Behaviour is reinforced through positive recognition as much as sanction. A staged, structured approach to consequences ensures that students understand what happens if expectations are not met, but the emphasis remains on celebrating progress and achievement through commendations, house points and verbal praise.

Selective by demand, not by examination. Entry to Year 7 is oversubscribed three-fold, with only distance determining places after looked-after children and siblings. This means siblings are prioritised and the local catchment is heavily competed for. Unless you live very close to the school (within a few hundred metres in many cases), securing a place is difficult. The ambition and engagement of students reflects parental choice and investment.

House system requires genuine buy-in. Participation in house competitions is expected rather than optional. For families who want a school where their child can drift through without joining clubs or competing, this culture might feel like pressure. That said, the school explicitly offers non-competitive participation (you can audition for Sister Act with zero expectation of stage time, for instance), so avoidance is possible, though swimming against the tide.

Sixth-form context. The sixth form is now very large (268 pupils) and draws heavily from the four-school consortium. While this provides choice and resources, it also means Year 12 arrival includes a significant cohort of external students from other schools. For pupils wanting to continue within their existing community, this mixing is positive; for those seeking intimacy, it represents a shift.

Size matters. With 1,400 pupils across the secondary, this is a sizable school where not every student will be known by name by all staff. Pupils report feeling known, but this requires active effort rather than being automatic in smaller settings.

A genuinely oversubscribed, high-performing comprehensive school that delivers consistent results without sacrificing the breadth and depth that makes school life rich. The combination of clear expectations, accessible extracurricular opportunity, and inclusive pastoral infrastructure means that academically able pupils thrive while those with SEND progress better than national comparators. Famous alumni ranging from rugby internationals to musicians and performers suggest the school's track record of developing well-rounded, ambitious individuals is long-standing. Best suited to families within reasonable distance of Welwyn Garden City who want strong academics, genuine community and visible participation in school life. The main hurdle is securing admission in the first place; once a place is secured, the education and experience are genuinely excellent.