Visiting Maida Vale School: What 11 Plus Parents Should Know

First impressions

Before the Headmaster’s talk, there were refreshments and a chance to speak to a few teachers. We spoke about their students, their own children, international pupils, and how the school supports students arriving from different curriculum systems.

For example, I had a discussion about pupils moving between Maida Vale and the American School in London, or joining from places as far afield as Germany. All of this created the impression of a school that’s genuinely used to welcoming students from all kinds of backgrounds, with differing starting points and academic stories.

In my experience, that kind of flexibility matters more than many parents realise.

The Headmaster, Mr Magnus Bashaarat, then gave a talk. He came across as warm, and clearly involved in the daily life of the school. Some heads can feel slightly removed from the day-to-day running of things, but that was certainly not the feeling here.

The tour

We were then given a tour led by two Year 7 pupils. They were confident, funny and polite, but the most interesting thing was how others responded to them. As we walked through the school, almost every teacher seemed to know them. There were greetings, small jokes and quick comments that felt like everyday school life, not something put on for visitors.

Schools often claim that pupils are known as individuals, but it is much more convincing when you actually see it happening in the hallways. The school felt calm and purposeful. Pupils were working while teachers moved around, and science technicians were getting on with their normal routines.

Size matters

Maida Vale expects around 25 to 30 pupils in next year’s Year 7, split into two forms. That’s quite a small intake — for some children, that could be a real advantage. Some pupils like bigger schools with more activity. Others do better in smaller places, where they are noticed quickly and quieter children do not get lost.

This is one of the questions parents should ask when choosing a London secondary school.

Not just, “Is it a good school?”

But, “Is this the right size and pace for my child?”

The building

The building is light, open and thoughtfully designed.

Most rooms have windows, including classrooms and teachers’ offices. As you walk through, you can see into many of the working areas. That gives the building a feeling of openness — it doesn’t feel boxed in or overly formal.

For a city school, the space is used well. It feels modern but still welcoming.

I always tell parents to be careful about judging a school by its facilities. A beautiful building does not always mean the school is right for your child.

But at Maida Vale, the design really supports the school’s atmosphere. It feels open and calm, and it is easy to see what is going on.

Facilities and the city school question

Maida Vale is a city school, so parents should think about facilities in that context.

The building is bright and well-used, but it doesn’t feel like a big campus with lots of on-site playing fields. For some families, that won’t matter. For others, especially those with very sporty children, it’s worth asking about.

The school uses nearby sports facilities, including Paddington Recreation Ground, Jubilee Sports Centre, Moberly Sports & Fitness Centre and Queen’s Park.

That’s normal for central London schools. Still, parents should ask what sport is really like: how often pupils travel, where matches are held, and how competitive teams are organised.

I saw the school operating normally, including science technicians going about their day, but this visit was more about the overall feel of the school than a detailed department-by-department facilities tour.

If your child is especially interested in science, drama, music, art or sport, I would ask to see those areas more closely on a future visit.

That is not a complaint. It is simply the kind of practical question parents should ask before choosing any school.

Houses, clubs and belonging

Maida Vale has four houses named after London parks: Hyde, Holland, Queen’s and Regent’s. The Year 7 guides were truly enthusiastic about the houses. They didn’t talk about the house system as if it were just something to mention — they really seemed to enjoy it.

The clubs and activities on offer were also impressive. While most independent and grammar schools provide plenty of clubs, what stood out here was the sheer breadth and the way our pupil guides seemed to know about nearly all of them — whether or not they attended themselves.

For some children, settling into senior school happens through lessons. For others, it’s a club, a house event, a lunchtime activity, or simply a teacher who notices an interest and encourages it.

The timetable

Rather than packing the day with six, seven, or eight short lessons, the school has opted for just four 90-minute sessions.

At first, this might sound intense, but the logic became clear during my visit. In most schools, a surprising amount of time disappears at the start and end of each lesson — finding your seat, getting organised, packing away, moving on to the next class. Here, 90-minute blocks mean pupils and teachers actually have the space to settle, go deeper, and properly engage with the material.

The structure is sensible: teaching blocks at 8.45, 10.40, 1.00 and 2.35, with good breaks for food and downtime.

I liked the thinking behind this. Fewer lesson changes should make the day feel calmer, and 90 minutes gives pupils more time to get properly into a topic. Of course, it only works if the lessons are well-paced and varied. A long lesson for the sake of it would not help anyone. But from what I saw, the structure seemed to fit the calm, focused feel of the school.

Beyond Year 7

When looking at 11 Plus schools to send your child to, it’s natural to focus on Year 7. That’s completely understandable — the entrance process, the test, the interview, all feel immediate and urgent.

But choosing a secondary school for your child is about so much more than just the first year. One key point highlighted to me that day was that at Maida Vale, GCSE courses start in Year 9, giving pupils three years instead of two. That extra time means students can get to grips with the content, explore subjects more deeply, and make thoughtful choices with real support.

I can see why this might work well for some children. More time can mean less rush, deeper understanding, and a gentler build-up towards GCSEs. I would still encourage parents to ask how subject choices are supported, because children can change a lot between Year 7 and Year 10. The value of a three-year GCSE course depends on how carefully pupils are guided, not just on the extra time itself.

The Sixth Form is also worth a look. It’s still new, only in its second year, but the school already has a Cambridge offer. For parents of 10 or 11-year-olds, Sixth Form can seem a long way off. But many children will end up staying at the same school for seven years, so it’s sensible to ask what the older end of the school is becoming.

Parent involvement

One clear message from both Mr Magnus Bashaarat and the admissions team was the importance of the triangle between pupil, parents and teachers. The point was simple: a child’s progress works best when all three are involved and communicating properly. That ethos really matched the overall feel of the school.

There’s also a small but telling detail — a café at the entrance where parents can sit, have coffee, speak to staff and meet other families. Parents aren’t treated as people who should simply drop off at the gate and disappear unless there’s a problem. For many families, that approach will be reassuring.

The sense of involvement goes beyond the day-to-day. Year 7 guides mentioned parent career talks, and I noticed a poster about them during the tour. These seem to be TED-style talks from parents who are senior in their fields or have particularly interesting professional experience. It’s a great way to use the parent community, giving pupils a broader view of careers without turning ambition into pressure.

Pastoral care and settling in

Pastoral care at Maida Vale is something you notice in the everyday details. It’s there in the way teachers know the Year 7 guides by name, the warm exchanges in the corridors, and the sense that pupils are genuinely seen. Often, real pastoral care isn’t about a policy document — it’s about those day-to-day interactions that help children feel recognised and comfortable.

The Personal Tutor system is another big part of this. Every pupil has a consistent adult who acts as a point of contact and guide. That can make a huge difference, especially for children moving up from primary to senior school. Some settle in quickly, others need a bit longer, but having someone who knows them outside of individual subject lessons really smooths the transition.

To help new pupils feel at home, there are events before September, like the Offer Holders’ Morning and Taster Day, so the first day of senior school doesn’t feel so daunting. Pupils arrive having already met classmates, seen the building, and started to picture themselves as part of the community.

As the school grows, I do wonder how Maida Vale will protect the close, personal atmosphere that stands out right now. At the moment, the small intake, visible staff, and tutor system all help pupils feel known. But as enrolment increases, it’s worth parents asking how the school will maintain that same sense of familiarity. That’s not just a Maida Vale question — it’s a good one to ask any growing school.

Maida Vale School admissions

I spoke to Ms Daniela Simpson, Admissions Registrar, about the entrance process. Maida Vale uses the ISEB test and interview format, and pupils can take the ISEB either at their current school or at Maida Vale. If they take it at Maida Vale, the interview is on the same day — something Ms Simpson jokingly called “Super Saturday”. It was a small moment, but it gave a good sense of her warmth.

Ms Simpson spoke about the process professionally, but also with real enthusiasm for meeting new pupils and getting to know them properly.

When asked, she explained that the interview is with a senior member of staff and includes a few different elements: mental maths, unseen poetry, and some general interview questions. Ms Simpson made it clear that the interview is not just another academic test. The goal is to get to know the child as a person, not just as a set of scores.

The school’s follow-up also mentioned that a student presentation may be part of the process, so families should always check the exact format when applying.

That’s important for preparation. Children do need to be ready for the ISEB, of course. But they also need to feel comfortable talking to adults, thinking out loud, responding to new material, and staying calm if they don’t know something right away.

The unseen poetry part is worth preparing for gently. Pupils don’t need to sound like GCSE candidates — they just need to read carefully, notice details, share their opinions, and explain themselves clearly. Mental maths should be practised calmly and steadily. Being quick with numbers is helpful, but confidence is just as important as speed.

The aim isn’t to over-prepare children so they sound rehearsed. It’s to help them feel confident enough to show who they really are.

What I came away thinking

Maida Vale left me with the impression of a small, warm and modern senior school that is trying to do things quite personally.

For parents considering Maida Vale School, the main things I would take away are:

• Atmosphere: calm, friendly and purposeful, with pupils who seemed known by staff.
• Year 7 intake: small, with around 25 to 30 pupils expected, split into two forms.
• Academic structure: four 90-minute lessons a day, and GCSE courses starting in Year 9.
• Pastoral care: visible staff-pupil relationships, a Personal Tutor system, and transition events for new pupils.
• Facilities: a bright city-school building, with sport using nearby facilities rather than large on-site playing fields.
• Admissions: ISEB test, interview, mental maths, unseen poetry, and general questions designed to get to know the child.

There are still sensible questions for parents to ask. Very sporty families should ask about weekly provision, fixtures and travel. Parents whose children are especially interested in science, drama, music or art should ask to see those departments in more detail. And as the school grows, it is worth asking how Maida Vale will preserve the personal atmosphere that currently feels like one of its strengths.

It will not be the right school for every child. No school is. But for a child who would benefit from being known, supported and gently stretched in a calm environment, Maida Vale is certainly worth a closer look.

For parents preparing for 11 Plus entry, that is the bigger point: do not just prepare for the test. Think carefully about the school your child is preparing to join.