This year, it was fourth from the bottom and has improved its proportion of five A-C scores at GCSE from 15 per cent in 1991 to 33 per cent in 1994.

But this is not a story about quick fixes. It is about patient, persistent and sustained efforts from a committed staff to raise the achievement of their students. Greg Deery has been head for three years, and previously was deputy for three years. He believes that much of the work that contributed to the rise in standards was well under way in 1991.

Nevertheless, catalyst events are helpful in giving institutions the opportunity to rethink and reflect, and for Hainault, moving from a split site to a single one four years ago provided a reason for restructuring and refocusing.

The school is located in the middle of a housing estate and has a predominantly white working-class intake. Greg Deery identifies with these students, as he came from a similar background, and is convinced that the reason he succeeded at school was because as far as his school was concerned this was the normal thing to do.

Staff at Hainault are trying to encourage a comparable ethos. The previous, prevailing “boffin syndrome”, where successful students were ridiculed, seems to be on the way out. Tanya, Louise, Ian and Carl, Year 7 students, were aware of only one person in their class who resorted to this put-down.

They were adamant that they were at school to learn and do well in their exams (and somewhat surprised at my question). When asked how the teachers helped them to learn, they described “fair” teachers with high expectations. They explained that one of their best teachers says things like, “That’s a good piece of work but you could improve it by doing so and so”.

They liked being praised and being shown how to improve. Year 12 and 13 students were appreciative of the way the school had supported them during their GCSEs. They mentioned mentor groups, after-school revision classes, gaining predicted grades (one said the shock of receiving his predicted grade in one subject had made him start to work) and the support and accessibility of their teachers.

Study skills are taken seriously at Hainault. Lesley Doyle, head of history, explained that it would be nice if the students came to school with such skills, but they did not. Heads of departments feel it is their responsibility to equip them with these strategies.

GCSE students and their parents are given exam syllabi and notes on how to, as well as what to, revise. Much of this information is conveyed in a bright blue hard-back folder known as the school planner. The planner, introduced three years ago, has been so successful is that it has become indispensable for students, according to Tony Jones, one of Hainault’s deputy heads.

As well as including the year’s calendar, school and homework timetables, this A5 home-produced personal organiser conveys letters to parents, and any information tutors or department heads wish to put in this format. Teachers encourage students to treat it as a forward planning tool. The staff’s version has the calendar amended to include scheduled meetings.

Two years ago, single-sex mentor groups with about seven students in each were set up to support students who were expected to get five A-Cs. Mentors (including the headteacher) were drawn from the senior management team, and the activity was consequently seen as high status.

Students not in this category decided they would like similar support, and now the mentor groups are open to any Year 11 student who wants to join. Mentors consequently run two groups each.

The emphasis in the school is on academic achievement, but support is given to those who may not find that path so easy. A variety of groups are run by the pastoral support team, including skills groups for students with behaviour problems, and a bereavement group. Though students may be encouraged to join these groups, attendance is voluntary.

The LEA’s support is appreciated by the school. In particular, statistical data on student performance at entry has helped to predict outcomes and monitor progress accordingly. Five times during their GCSE course, students are given their predicted grade at current work levels and their potential grade based on their National Foundation for Educational Research verbal reasoning scores on entry. Discussions take place when a mismatch occurs.

The same information is used to produce targets for departments. Depending on the number of students taking the subject, each department is given the number of A-Cs it should aim for. The headteacher is aware of problems associated with such crude predictions, but given the absence of more sophisticated data, he believes such analysis, at the very least, helps to raise expectations.

Parents are invited into classes, and special classes are organised in the evening to help parents assist their children.

The school’s recent positive OFSTED report endorsed these strategies and referred to committed and informed leadership, and good teamwork. The high calibre of non-teaching staff is specifically mentioned - very evident when you make contact with the school. Many of the strategies adopted at Hainault are and could be used at other schools. However, there are no magic formulae for raising achievement. It is systematic, sustained hard work.

Hainault is an example of a school that knows where it wants to go and has a very good idea of how to get there.

Kate Myers is an associate of the International School Effectiveness and Improvement Centre, Institute of Education, University of London.