North London Grammar School, situated in Hendon, operates as a co-educational independent institution offering both day and boarding places to pupils ranging from four to eighteen years of age.
For the second consecutive year, the institution has been acknowledged as the highest-rated value-for-money private school by The Telegraph, underscoring its commitment to educational quality and affordability.
In the 2025 Independent Schools Inspectorate assessment, the school received outstanding ratings across all areas of provision.
The inspection covered leadership, management and governance, the quality of education, training and recreation, pupil welfare encompassing physical, mental and emotional wellbeing, social and economic education and contribution to society, and safeguarding practices.
The institution was also presented with the Independent School Association Award for International Provision in 2025, acknowledging its efforts in cultivating an inclusive and supportive international school community.
Throughout the 2025-26 academic year, pupils secured more than thirty gold medals, over forty silver medals and in excess of sixty bronze medals in national and international competitions, together with five ISA awards spanning Drama, Music, Coding and Charity categories.
The school has announced another year of strong examination performance at GCSE level.
The proportion of grades at seven or above increased to 53 percent, representing an improvement from the 51 percent recorded in 2025.
This marks the eighth consecutive year of upward trajectory in academic results.
The figures demonstrate the sustained academic progress achieved by pupils throughout their time at the institution.
A notable aspect of the educational approach involves a three-year GCSE programme commencing in Year 9, allowing pupils additional time to develop comprehensive understanding of their chosen subjects.
Rather than accelerating through syllabuses, pupils construct knowledge gradually, reinforce their learning and build the confidence necessary for examination success.
Among the individual department achievements, several areas reached significant milestones.
Mathematics achieved a 100 percent pass rate at Grade 4 or above, with 51 percent of entries securing Grade 7 or above.
English also recorded a 100 percent pass rate, with 47 percent achieving Grade 7 or above.
Modern Foreign Languages obtained a 100 percent pass rate and 78 percent secured Grade 7 or above.
STEM subjects delivered a 100 percent pass rate with 55 percent at Grade 7 or above.
Creative Arts recorded a 100 percent pass rate with 82 percent achieving Grade 7 or above.
Humanities recorded a 96 percent pass rate across Geography, History, Business and Psychology combined.
Overall, 96 percent of all examinations resulted in a pass at Grade 4 or above, while sixteen subjects achieved a 100 percent pass rate at Grade 4 or above.
The national average for grades seven to nine currently stands at 23.1 percent, according to Joint Council for Qualifications provisional data.
Mrs Erdil, Senior Deputy Head and Director of Teaching and Learning, expressed pride in the examination achievements.
She noted that pupils had excelled across creative, business and social science subjects, with particularly strong outcomes in Art, Craft and Design, Business Studies and Psychology.
She stated that these results reflected the ambition, dedication and resilience of the students combined with the expertise and high expectations of the teaching staff.
She added that it was gratifying to witness pupil efforts recognised through such a strong set of results, and that the school looked forward to seeing pupils carry these achievements into the next phase of their education.
For Year 11 pupils completing their secondary education, the results represent measurable progress during their time at the school and the foundations they have established for further study.
Pupils are progressing to leading colleges and various higher education pathways.
The continued improvement in results has been attributed to pupil ambition, teaching staff dedication and the support of the parent community.
With ongoing investment in teaching, learning and facilities, the school continues to prioritise providing pupils with the academic foundations and opportunities needed for success in subsequent educational stages.
Imran, a Year 11 pupil from the 2026 cohort, reported satisfaction with the outcomes, having achieved eight grade 9s in Mathematics, English Language and Literature, the three sciences, Psychology and Geography.
He intends to study A Levels at college before pursuing Dentistry at university.
He expressed gratitude to the teaching staff whose commitment and encouragement had prepared him effectively for the examinations, noting that his time at the school had provided both the academic foundation required and the confidence to pursue his next steps.
Roshni, also a Year 11 pupil from the 2026 cohort, achieved nine grade 9s across Mathematics, English Literature, Biology, Chemistry, Physics, Art and Design, Business Studies, Geography and Spanish.
She joined the school in Year 9 and considered this one of her best decisions, observing that beginning the GCSE curriculum a year earlier than many other institutions had allowed her to learn the material without feeling pressured.
She felt the head start had proven valuable and expressed gratitude to the school and all her teachers for their constant support and guidance in helping her achieve her best.
A parent identified as Mrs Patel expressed appreciation for the education and support provided throughout her child’s GCSE years.
She noted that beginning the curriculum in Year 9 had given her daughter a solid foundation and the confidence to excel, ultimately contributing to the outstanding results achieved.
She also highlighted the school’s focus on extracurricular activities including the Duke of Edinburgh Award and sports programmes, which she believed helped pupils stand out in college applications.
Another parent, Mr Raja, reported that his daughter had attended the school for five years and performed extremely well in her GCSEs.
He expressed pride in her achievements and satisfaction with the way teachers had nurtured and helped her fulfil her potential.
The family had selected the school because they felt their daughter was not reaching her full potential at her previous institution and would benefit from a more structured and academically focused environment.
They reported being very pleased with the decision to enrol her at the school.