Mill Hill Schools[1]

Independent · ages 3–19

Headline results

A-level average grade: AL B+ B+ 2024/25[2]

Results

GCSE (key stage 4)

Attainment 8: 42.5 2025/26[3]
Grade 5+ in English & maths: 0% 2025/26[3]
Grade 7+ in English & maths: 0% 2025/26[3]
Progress 8, 2025/26: Not calculated[4]
Progress 8, 2024/25: Not calculated[4]

IGCSEs don't count towards Attainment 8, so it understates many independent schools.

Earlier years
Year	Attainment 8	Grade 5+ in English & maths
2024/25	43.1[5]	0%[5]
2023/24	50.5[6]	62.5%[6]
2022/23	46.2[7]	62%[7]
2021/22	63[8]	85%[8]

A level (16–18)

A-level average grade: B+ 2024/25[2]
AAB or better, at least two in facilitating subjects: 21.6% 2024/25[2]
All results, 2020/21: Not published (exams cancelled, COVID-19)[9]
All results, 2019/20: Not published (exams cancelled, COVID-19)[9]

Earlier years
Year	A-level average grade	AAB or better, at least two in facilitating subjects
2023/24	A-[10]	33.3%[10]
2022/23	B[11]	19.9%[11]
2021/22	B+[12]	24.1%[12]
2018/19	B[13]	18.7%[13]

Destinations after 16–18 study

Sustained education, apprenticeship or employment: 78.9% 2023/24[14]
UK higher education: 70.8% 2023/24[14]
Education: 73.7% 2023/24[14]
Apprenticeship: 0% 2023/24[14]
Employment: 5.3% 2023/24[14]

Earlier leavers
Left in	Sustained education, apprenticeship or employment	UK higher education	Education	Apprenticeship	Employment
2022/23	78%[14]	67.7%[14]	73.8%[14]	0.6%[14]	3.7%[14]
2021/22	84.6%[14]	71.4%[14]	78.3%[14]	0%[14]	6.3%[14]

Shares of the pupils who left in the year shown. Russell Group and Oxford or Cambridge figures were published for leavers up to 2019/20 only.

For independent schools the DfE publishes destinations after 16–18 study only: no destinations after GCSEs and no university progression figures (top third, Russell Group, Oxbridge).

Ofsted

Inspected by: Independent Schools Inspectorate (ISI)[15]

ISI inspection

Inspection: January 2024[16]
Framework: Framework from September 2023[16]
Leadership and governance: Standards met[16]
Quality of education: Significant strength[16]
Health and wellbeing: Standards met[16]
Social and economic education: Standards met[16]
Safeguarding: Standards met[16]

Quality of education

ISI found (January 2024): The school effectively supports pupils with EAL through specialist teachers and training for all staff.

Social and economic education

ISI recommended: The school should review its careers programme to better match the needs of younger pupils.

Previous ISI inspections: 2024, 2020, 2017, 2015, 2012 (2024 report, 2020 report, 2017 report, 2015 report, 2012 report).

ISI's page for this school

Findings of the Independent Schools Inspectorate (ISI), restated in our own words: not ISI's wording. Read the full report on ISI's website.

Competition to get in

Admissions

Places (published admission number), 13+ entry: 180 Entry Sept 2027[17]
Test registration closes, 13+ entry: 30 Sep 2026 Entry Sept 2027[17]
Entrance test: Computer based test in Maths, English, NVR, VR provided by Quest (formerly Atom) Entry Sept 2027[17]

Character & practicalities

Fees

No fees published on the school's website that we could verify.

Type: Other independent school[1]
Ages: 3–19[1]
Boys / girls: Mixed[1]
Sixth form: Yes[1]
Boarding: Boarding school[1]
Capacity: 1945[1]
Local authority: Barnet[1]
Nursery classes: Has Nursery Classes[15]
Special classes: No Special Classes[15]
Section 41 (can be named in an EHC plan): Not approved[15]
District: Barnet [18]
Postcode: NW7 1QS[1]
URN: 101367[1]

School details as recorded in Get Information About Schools on 14 Oct 2026.

Pupils

Number on roll: 1767 2024/25[19]
SEN support: 26.8% 2024/25[19]
EHC plan: 0.5% 2024/25[19]
Free school meals in the last 6 years: 0% 2024/25[19]

Practicalities

Admissions contact: The admissions contact details for Mill Hill School include the provided URL, email, and phone number. 2026-09-30[17]
Occasional places: Across Mill Hill Schools, limited places can become available throughout the academic year. 2025/26[20]

In the inspectors' and the school's words

Academic: Leaders are rigorous in promoting the importance of learning and of hard work.[21]
Warmth: Senior leaders in boarding have created comfortable and homely environments The boarding houses provide a comfortable, safe and welcoming environment for all boarders.[21]
Pastoral care: The pastoral system is effective and consequently pupils are willing and comfortable to seek help when required. Leaders ensure that boarders benefit from high-quality provision which supports their wellbeing.[21]
Behaviour: Leaders take swift action in line with the school policy when dealing with any cases of bullying, discrimination or anti-social behaviour. This supports pupils to be respectful of the views and opinions of others.[21]
Learning support: Pupils who have special educational needs and/or disabilities (SEND) make good progress in line with their peers because of the appropriate and personalised support they receive. Pupils who speak English as an additional language rapidly acquire fluency in English because of the targeted and appropriate support they receive[21]
Enrichment: The curriculum is complemented by an innovative and well-resourced co-curricular programme, which benefits pupils of all ages and abilities. This is a significant strength of the school.[21]
Pupil voice: Pupils actively take up opportunities across the schools to take on leadership roles which positively impacts the lives of pupils at the school.[21]
Independence: Pupils’ use of self-reflection gives them the opportunity to see where their mistakes are and to work on effective strategies to improve their work. However, this process is not consistently embedded in practice.[21]
Collaboration: Pupils appreciate the many opportunities to interact with their peers and celebrate their diverse school community through their everyday interactions and through pupil-led societies.[21]
Structure: Staff effectively implement the behaviour policy which inculcates a culture of respect and tolerance for one another.[21]
Diversity: The international nature of the boarding houses deepens boarders’ understanding of and respect for people from a wide variety of backgrounds. English is an additional language for 192 pupils at Mill Hill School[21]
Sport: Pupils enjoy representing the school in core sports and working on personal fitness programmes.[21]

Sources

Department for Education: Get Information About Schools: all establishments. Period 2026-10-14, published 2026-10-14. Publication page. Data file. Licence: OGL-3.0.
Department for Education: Compare School Performance download: KS5 (16-18) final. Period 2024/25, final. Publication page. Data file. Licence: OGL-3.0.
Department for Education: Performance tables schools data (explore education statistics). Period 2025/26, provisional, published 2026-10-15. Publication page. Data file. Licence: OGL-3.0.
Department for Education: Key stage 4 performance 2024/25: data guidance. Period 2024/25. Archived copy; original. Licence: OGL-3.0.
Quote
It is not possible to calculate Progress 8 for academic years 2024/25 and 2025/26 due to gaps in the baseline caused by COVID-19 disruption.
Department for Education: Compare School Performance download: KS4 final. Period 2024/25, final. Publication page. Data file. Licence: OGL-3.0.
Department for Education: Compare School Performance download: KS4 final. Period 2023/24, final. Publication page. Data file. Licence: OGL-3.0.
Department for Education: Compare School Performance download: KS4 final. Period 2022/23, final. Publication page. Data file. Licence: OGL-3.0.
Department for Education: Compare School Performance download: KS4 final. Period 2021/22, final. Publication page. Data file. Licence: OGL-3.0.
Department for Education: A level and other 16 to 18 results 2020/21. Period 2020/21. Archived copy; original. Licence: OGL-3.0.
Quote
Due to the impact of the COVID-19 pandemic, the summer exam series was cancelled in both 2020 and 2021, and alternative processes were set up to award grades.
Department for Education: Compare School Performance download: KS5 (16-18) final. Period 2023/24, final. Publication page. Data file. Licence: OGL-3.0.
Department for Education: Compare School Performance download: KS5 (16-18) final. Period 2022/23, final. Publication page. Data file. Licence: OGL-3.0.
Department for Education: Compare School Performance download: KS5 (16-18) final. Period 2021/22, final. Publication page. Data file. Licence: OGL-3.0.
Department for Education: Compare School Performance download: KS5 (16-18) final. Period 2018/19, final. Publication page. Data file. Licence: OGL-3.0.
Department for Education: 16-18 destination measures: 16-19 study leavers institution level destinations. Period 2023/24. Publication page. Data file. Licence: OGL-3.0.
Department for Education: Get Information About Schools: all establishments (independent schools' inspectorate and provision). Period 2026-10-17, published 2026-10-17. Publication page. Data file. Licence: OGL-3.0.
Independent Schools Inspectorate: School inspection report, Mill Hill Schools, January 2024. Period 2026-10-17. Licence: all-rights-reserved (restated only, D71).
millhill.org.uk: millhill.org.uk — Admissions. Period 2026-10-14. Licence: copyright-quoted.
Quotes (5)
Our Year 9 intake is around 180 pupils (p. 1)
Deadline for 13+ applications - Wednesday 30 September 2026. (p. 1)
Computer based test in Maths, English, NVR, VR provided by Quest (formerly Atom) (p. 1)
For UK applicants: Make an enquiry online or contact the Admissions office on 020 8906 7923 or admissions@millhill.org.uk (p. 1)
If you are looking for any other entry point, please contact the admissions team by completing our online enquiry form, on 02089067923 or via email at admissions@millhill.org.uk to register your interest. (p. 1)
Office for National Statistics: Parish to Ward to Local Authority District (May 2026) Lookup in EW. Period 2026-05-01. Publication page. Data file. Licence: OGL-3.0.
Department for Education: Compare School Performance download: School census. Period 2024/25, final. Publication page. Data file. Licence: OGL-3.0.
millhill.org.uk: millhill.org.uk — Other entry points. Period 2026-10-14. Licence: copyright-quoted.
Quotes (3)
Across Mill Hill Schools, limited places can become available throughout the academic year. These opportunities can arise at different points. (p. 1)
occasional places may become available at other entry points. (p. 1)
We welcome applications for other year groups (Years 4, 5, 6 or 8), including part way through the academic year, where there is space available or to join our waiting list. (p. 1)
reports.isi.net: reports.isi.net document (PDF). Period 2026-10-14. Licence: copyright-quoted.
Quotes (19)
Pupils enjoy representing the school in core sports and working on personal fitness programmes (p. 8)
Senior leaders in boarding have created comfortable and homely environments (p. 8)
The boarding houses provide a comfortable, safe and welcoming environment for all boarders (p. 8)
Leaders are rigorous in promoting the importance of learning and of hard work (p. 3)
The pastoral system is effective and consequently pupils are willing and comfortable to seek help when required (p. 8)
Leaders ensure that boarders benefit from high-quality provision which supports their wellbeing (p. 3)
Leaders take swift action in line with the school policy when dealing with any cases of bullying, discrimination or anti-social behaviour (p. 8)
This supports pupils to be respectful of the views and opinions of others (p. 8)
The international nature of the boarding houses deepens boarders' understanding of and respect for people from a wide variety of backgrounds (p. 3)
English is an additional language for 192 pupils at Mill Hill School (p. 13)
Staff effectively implement the behaviour policy which inculcates a culture of respect and tolerance for one another (p. 8)
The curriculum is complemented by an innovative and well-resourced co-curricular programme, which benefits pupils of all ages and abilities (p. 3)
This is a significant strength of the school (p. 3)
Pupils actively take up opportunities across the schools to take on leadership roles which positively impacts the lives of pupils at the school (p. 10)
Pupils' use of self-reflection gives them the opportunity to see where their mistakes are and to work on effective strategies to improve their work (p. 6)
However, this process is not consistently embedded in practice (p. 6)
Pupils appreciate the many opportunities to interact with their peers and celebrate their diverse school community through their everyday interactions and through pupil-led societies (p. 10)
Pupils who have special educational needs and/or disabilities (SEND) make good progress in line with their peers because of the appropriate and personalised support they receive (p. 3)
Pupils who speak English as an additional language rapidly acquire fluency in English because of the targeted and appropriate support they receive (p. 3)