Chadwell Heath Academy
Two in three sixth-formers go on to university — nearly double the England rate.
of sixth-form leavers started university · Redbridge 69% · England 37% · DfE destination measures, students who left in 2023
- Ofsted
- Inspected
- Places 2025
- 0.849 miles
- Pupils
- 1,229
- Free school meals
- 26.5%
Ofsted: Short inspection, 23 April 2025: see the report · report. Places: the furthest home offered a Year 7 place in 2025 was 0.849 miles away. Pupils: of 1,250 places, including the sixth form. Free school meals: pupils eligible, a measure of family income.
Results below include those reported under the school’s previous registration: The Chadwell Heath Foundation School (URN 102863, until 1 September 2010).
Where do pupils go at 16?
DfE Key Stage 4 destination measures · 180 pupils who left Year 11 in 2023
Of the 180 pupils who finished Year 11 at Chadwell Heath Academy in 2023, 80% stayed on in Chadwell Heath Academy’s own sixth form (Redbridge average 70%), 14% went to a further education college and 1% started an apprenticeship.
Stayed in education — counted only if the pupil was still there for two terms of the next year; apprenticeships and jobs are counted the same way.
Full breakdown11
| Measure | Chadwell Heath Academy | Redbridge | England |
|---|---|---|---|
| Pupils in the cohort | 180 | 3,949 | 607,348 |
| Any sustained destination | 96% | 95% | 92% |
| Stayed in education | 94% | 94% | 86% |
| — school sixth form | 80% | 70% | 34% |
| — sixth form college | 1% | 4% | 13% |
| — further education college | 14% | 19% | 37% |
| — other education | 0% | 2% | 2% |
| Apprenticeship | 1% | — | 3% |
| Employment | 1% | — | 3% |
| No sustained destination | 4% | 3% | 6% |
| Destination unknown | 1% | 2% | 3% |
Where do sixth-formers go at 18?
DfE 16–18 destination measures · 145 students who left in 2023
69% went to university (England 37%). 6% started an apprenticeship (England 7%). 5% went into work and 10% had no steady place a year on (England 28% and 16%).
Most selective universities — the third of UK universities whose entrants hold the highest grades; the share is of students who completed level 3 qualifications.
Full breakdown7
| Measure | Chadwell Heath Academy | Redbridge | England |
|---|---|---|---|
| Students in the cohort | 145 | 2,912 | 541,441 |
| Any sustained destination | 83% | 86% | 79% |
| University (higher education) | 69% | 69% | 37% |
| — most selective universities (top third), of level 3 students | 12% | 27% | 19% |
| Further education | 1% | 1% | 5% |
| Apprenticeship | 6% | 5% | 7% |
| Employment | 5% | 10% | 28% |
| No sustained destination | 10% | 8% | 16% |
Which universities did they go to?
Named universities — most schools do not publish this; the official DfE figures above only say how many went to university and how selective those universities were.
universities’ answers to sch.today’s Freedom of Information requests · request tracker
What universities’ own admissions data say3
For each entry year: how many of this school’s students applied, received an offer and enrolled. Counts under five are shown as “<5” to protect individuals. Applications exclude Clearing; enrolments are students who completed registration.
| University | Entry year | Applied | Offers | Enrolled |
|---|---|---|---|---|
| University of Bristol | 2025 | <5 | <5 | — |
| 2024 | <5 | <5 | — | |
| 2023 | 8 | <5 | — |
A university’s enrolment count and a school’s own destinations list can differ: the school counts places accepted in the summer, the university counts students registered in the autumn.
How do GCSE results compare?
Attainment 8 — average GCSE points across eight subjects, English and maths counted twice; grade 5 in everything scores 50.
DfE performance tables 2024/2025 · 180 pupils in Year 11
55% got grade 5 or above in both English and maths (Redbridge 60%, England 45%).
Grade 5 — a “strong pass”; grade 4 is a “standard pass”. Progress 8 is not published for 2025: this cohort had no Key Stage 2 tests in 2020–21, so there is no baseline.
All GCSE measures10
| Measure | Chadwell Heath Academy | Redbridge | England |
|---|---|---|---|
| Attainment 8 (average points per pupil) | 53.7 | 53.9 | 46.1 |
| Grade 5 or above in English and maths | 55% | 60% | 45% |
| Grade 4 or above in English and maths | 78% | 77% | 65% |
| Entered the English Baccalaureate subjects | 21% | 58% | 41% |
| EBacc average point score | 4.64 | 4.95 | 4.09 |
| Disadvantaged pupils in the cohort | 24% | 24% | 28% |
| Attainment 8 — disadvantaged pupils | 47.0 | 45.7 | 34.9 |
| Attainment 8 — other pupils | 55.8 | 56.6 | 50.4 |
| Pupils with high prior attainment (Key Stage 2) | — | — | — |
| English as an additional language | 61% | 54% | 19% |
What do pupils study?
Mapped — the share of the 3,288 learning outcomes the Department for Education sets for these stages that the subjects taken here cover, weighted by how many pupils take each.
DfE subject entries 2025 · curriculum catalogue by sch.today
Media Studies stands out at GCSE — 42% of the year group took it, against 4% across England. At A level it is Law: 18% of students (England 4%).
Fields of knowledge — twelve fields the curriculum catalogue sorts every learning outcome into; the bars show the GCSE and A level ring.
GCSE subjects23
Entries as a share of the Year 11 cohort, and the share of entries graded 7–9 and 4–9, compared with all entries in England.
| Subject | Entries | Share of cohort | England | Grades 7–9 | England | Grades 4–9 |
|---|---|---|---|---|---|---|
| Combined Science | 180 | 100% | 65% | 25% | 9% | 79% |
| English Literature | 179 | 99% | 86% | 29% | 21% | 87% |
| English Language | 179 | 99% | 89% | 19% | 20% | 86% |
| Mathematics | 179 | 99% | 88% | 22% | 22% | 82% |
| Business Studies | 125 | 69% | 18% | 28% | 20% | 86% |
| Geography | 125 | 69% | 41% | 18% | 25% | 73% |
| Media Studies | 75 | 42% | 4% | 11% | 20% | 69% |
| Religious Studies | 70 | 39% | 31% | 36% | 32% | 86% |
| Design and Technology | 66 | 37% | 11% | 26% | 23% | 76% |
| History | 46 | 26% | 41% | 30% | 26% | 80% |
| French | 34 | 19% | 18% | 47% | 29% | 94% |
| Physical Education | 33 | 18% | 11% | 33% | 24% | 76% |
| Food Preparation and Nutrition | 30 | 17% | 8% | 30% | 21% | 77% |
| Computer Science | 29 | 16% | 13% | 10% | 30% | 62% |
| German | 27 | 15% | 5% | 52% | 33% | 89% |
| Art and Design | 19 | 11% | 7% | 37% | 24% | 84% |
| Drama | 18 | 10% | 7% | 6% | 27% | 89% |
| Music | 8 | 4% | 5% | 0% | 33% | 38% |
| Dance | 4 | 2% | 1% | — | 27% | — |
| Spanish | 3 | 2% | 19% | — | 27% | — |
| Urdu | 2 | 1% | 1% | — | 42% | — |
| Italian | 2 | 1% | 0% | — | 53% | — |
| Arabic | 1 | 1% | 1% | — | 47% | — |
A level subjects21
Entries as a share of A level students, compared with the share across England.
| Subject | Entries | Share of cohort | England |
|---|---|---|---|
| Psychology | 44 | 32% | 23% |
| Mathematics | 33 | 24% | 31% |
| Law | 25 | 18% | 4% |
| Business Studies | 24 | 17% | 13% |
| Economics | 23 | 17% | 13% |
| Biology | 22 | 16% | 20% |
| Geography | 21 | 15% | 10% |
| Chemistry | 18 | 13% | 17% |
| English Literature | 17 | 12% | 11% |
| Politics | 13 | 9% | 6% |
| History | 12 | 9% | 13% |
| Physics | 10 | 7% | 12% |
| Physical Education | 9 | 6% | 3% |
| Film Studies | 7 | 5% | 2% |
| Product Design | 7 | 5% | 2% |
| Drama | — | — | 2% |
| French | — | — | 1% |
| Art and Design | — | — | 1% |
| German | — | — | 0% |
| Further Mathematics | — | — | 5% |
| Music Technology | — | — | 0% |
Applied, technical and other level 3 courses33
| Subject | Qualification | Entries | Share of cohort | England |
|---|---|---|---|---|
| Finance / Accounting (General) | VRQ Level 3 | 23 | 17% | — |
| Computer Appreciation / Introduction | OCR Cambridge Technical Introductory Diploma at Level 3 | 22 | 16% | — |
| Psychology | GCE AS level (All) | 18 | 13% | — |
| Psychology | GCE AS level (Not continued to A2) | 17 | 12% | — |
| Business Studies | OCR Cambridge Technical Diploma at Level 3 | 16 | 12% | — |
| Economics | GCE AS level (All) | 11 | 8% | — |
| Mathematics | GCE AS level (All) | 11 | 8% | — |
| Applied Sciences | OCR Cambridge Technical Diploma at Level 3 | 10 | 7% | — |
| Economics | GCE AS level (Not continued to A2) | 9 | 6% | — |
| Biology | GCE AS level (All) | 9 | 6% | — |
| Mathematics | GCE AS level (Not continued to A2) | 9 | 6% | — |
| Biology | GCE AS level (Not continued to A2) | 8 | 6% | — |
| Business Studies | GCE AS level (Not continued to A2) | 8 | 6% | — |
| Business Studies | GCE AS level (All) | 8 | 6% | — |
| Computer Appreciation / Introduction | OCR Cambridge Technical Diploma at Level 3 | 8 | 6% | — |
| Sports Studies | BTEC National Diploma L3 - Band J - PP-D*D* | 7 | 5% | — |
| Multimedia | OCR Cambridge Technical Foundation Diploma at Level 3 | 7 | 5% | — |
| Multimedia | OCR Cambridge Technical Diploma at Level 3 | 6 | 4% | — |
| Business Studies | OCR Cambridge Technical Extended Certificate at Level 3 | — | — | — |
| Sports Studies | BTEC National Extended Diploma L3 - Band N - PPP-D*D*D* | — | — | — |
| Sports Studies | BTEC National Extended Certificate L3 - Band F - P-D* | — | — | — |
| Chemistry | GCE AS level (All) | — | — | — |
| French | GCE AS level (All) | — | — | — |
| History | GCE AS level (All) | — | — | — |
| Physics | GCE AS level (All) | — | — | — |
| Chemistry | GCE AS level (Not continued to A2) | — | — | — |
| French | GCE AS level (Not continued to A2) | — | — | — |
| History | GCE AS level (Not continued to A2) | — | — | — |
| Physics | GCE AS level (Not continued to A2) | — | — | — |
| Business Studies | OCR Cambridge Technical Certificate at Level 3 | — | — | — |
| Computer Appreciation / Introduction | OCR Cambridge Technical Certificate at Level 3 | — | — | — |
| Multimedia | OCR Cambridge Technical Extended Certificate at Level 3 | — | — | — |
| Computer Appreciation / Introduction | OCR Cambridge Technical Foundation Diploma at Level 3 | — | — | — |
A level results8
| Measure | Chadwell Heath Academy | Redbridge | England |
|---|---|---|---|
| Students at the end of 16–18 study | 333 | — | — |
| — of whom A level students | 139 | 2,536 | 261,341 |
| Average A level grade | C | C+ | B- |
| Average points per A level entry | 28.93 | 34.36 | 35.00 |
| Average grade, best 3 A levels | C+ | C+ | B- |
| AAB or better with two facilitating subjects | 10% | 15% | 18% |
| Average grade, applied general courses | — | — | — |
| Average grade, T levels | — | — | — |
Fields of knowledge, all stages12
Ideas pupils meet most, weighted by the share of the cohort taking the subjects that teach them:
Coverage counts a subject’s outcomes in proportion to the share of the cohort entered for it; Combined Science counts as two thirds of the three separate sciences. Levels follow ISCED 2011 as UNESCO maps it for the UK: Key Stage 3 is ISCED 2; GCSE and A level are both ISCED 3. Methodology: about the data.
Which jobs use what’s taught here?
A match of what’s taught, not of entry requirements: the standards whose knowledge and skills share the most ideas with the GCSEs and A levels taken here, weighted by how many pupils take each subject.
Level 3 / Level 6 — England’s qualification levels: 3 is A level standard, 4–5 are higher apprenticeships, 6 is a bachelor’s degree.
Skills England apprenticeship standards (Open Government Licence v3.0) · ESCO occupations, © European Union, matched by sch.today · how the match works
More apprenticeships9
How do you get a place?
Last distance offered — how far from school the furthest place went under the distance criterion; siblings, faith, feeder-school and banding criteria come first, so it is a guide, not a boundary. “All offered” means nobody was turned away.
- 31 OctApply to Redbridge in Year 6 for a Year 7 place
- 1 MarNational Offer Day
- Dec–FebYear 11: apply directly to the sixth form; most close applications in these months
Compare with nearby schools
More Redbridge schools3
Sources: Department for Education school and college performance tables 2024/2025 (Key Stage 4 and 16–18 results, subject entries, destination measures for 2023 leavers); Get Information About Schools register as at 19 September 2026; Ofsted management information as at 31 August 2026. Small numbers are suppressed by DfE and shown as “—”. How to read these figures.