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Enfield Grammar School
Market Place, Enfield EN2 6LN
Enfield Grammar School is a non-selective academy. It has 118 staff (about 106 FTEs), including 65 teachers (about 63 FTEs).
Particular strengths include Qualified teachers, Staff development and Pupil:teacher ratio. Relative weaknesses include Unfilled vacancies and Assistant:teacher ratio.
The school's overall score (out of 100) is given below. Coloured segments show the contributions of each indicator, explained in more detail below. Hover over the segments for details. Personalise the score by clicking on the button to set your own priorities.
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Other schools nearby

Overall scores for nearby schools are shown. Hover over the circles to see school names; click on them to go the corresponding school pages. Use the button on the left to personalise these scores based on your own priorities.
Distance
(miles)
Score Name
0.1Enfield County School for Girls
0.6Chace Community School
0.9Kingsmead School
1.1Highlands School
1.2Wren Academy Enfield
1.2Bishop Stopford's School
1.4Edmonton County School
1.6Heron Hall Academy
1.7Winchmore School
1.8St Ignatius College
1.9The Latymer School
2.1Oasis Academy Hadley
Overall scores for nearby schools are shown. Click on school names to go their corresponding pages. Use the button on the left to personalise these scores based on your own priorities.

Qualified teachers: Excellent. The proportion of qualified teachers is about 100%, which is very high compared to other schools.
Staff development: Excellent. Reported staff development spend is £680 per teacher per year, which is very high compared to other schools.
Pupil:teacher ratio: About average. The number of pupils per teacher is about 16.5, which is roughly average compared to other schools.
Assistant:teacher ratio: Below average. The number of assistants per teacher is about 0.19, which is quite low compared to other schools.
Unfilled vacancies: Poor. The proportion of unfilled or temporarily filled teaching positions is 1.5%, which is very high compared to other schools.
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