London Academy of Excellence in Newham secures 60 Oxbridge places

It marked a record-breaking year for the sixth form, with the number of offers standing two-thirds above its previous record.

Pupils received 23 offers from Oxford and 39 from Cambridge.

About half of those who were handed offers have faced what the school described as “significant barriers”, including time spent in care, financial hardship and caring for family members.

Newham ranked the seventh most deprived Local Authority District in England last year, according to official Government data.

Around two-thirds of the Oxbridge offer-holders are also set to be the first in their families to attend a university, The Times reports.

Alex Crossman, the executive head teacher of the LAE, told the newspaper: “What this group of young people have achieved would be extraordinary in any context.

More than 60 pupils at the London Academy of Excellence received Oxbridge offers

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“The fact that most of them have done so well without the advantages that so many of us take for granted is proof of the untapped potential that exists in our communities.

“Anyone looking for optimism about Britain’s future should look to these students.”

The school said it has taken on a “more expansive” approach to Oxbridge applications over the past year, encouraging a “larger and more diverse group of students to apply”.

The LAE is a selective sixth-form, which was founded in 2012.

Pupils received 23 offers from the University of Oxford

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It was opened in collaboration with several independent schools, including Eton College, and has often been dubbed the “Eton of the East End”.

The school landed sixth-place in this year’s Sunday Times league tables.

Upon visiting the LAE in 2024, Ofsted found it to be “outstanding”.

The education watchdog noted its “high-quality teaching” and described students as “extremely motivated”.

The inspection report read: “Teachers set very high academic expectations for students who appreciate how teachers help them to develop.

“Students participate purposefully in lessons. They respond well to the difficult questions that teachers pose.

“Students thoroughly enjoy the challenge and feel inspired by teachers and their peers to do the very best they can.”