Haringey Sixth Form College
- Haringey Sixth Form College
White Hart Lane
Tottenham
London
N17 8HR - Head: Mr Russ Lawrance
- T 020 8376 6000
- E info@haringey6.ac.uk
- W www.haringey6.ac.uk
- A state school for boys and girls aged from 16 to 19.
- Boarding: No
- Local authority: Haringey
- Pupils: 1200
- Religion: Does not apply
- Open days: 14 October, 25 November, 5 December
- Ofsted report: View the Ofsted report
This is not currently a GSG-reviewed school.
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Overall school performance (for comparison or review only)
Results by exam and subject
Subject results
Entry/Exit
Special Education Needs
Curriculum Learners will study on the OCR Life and Living Skills, a suite of accredited qualifications under the Qualification Credit Framework (QCF) between Entry Level One and Three. Units will cover a variety of skill areas; including Social skills, pre-employment skills and Personal Skills embedding Literacy and Numeracy, Arts and Crafts, ICT, Environment and Community, Performing Arts and many more subjects. All classes will embed English and Maths, with discrete lessons for those in higher functioning classes and the use of communication systems like Makaton and PECS to aid learner interaction and engagement. Preparing for Adulthood, Independence and the development of personal self-help skills will also feature within the curriculum, as well as Work Experience and Work-Related Learning. Learners will also have access to PSHE, cultural, outdoor and enrichment activities throughout the year, including visits in and around the community to help develop social, emotional and independent skills. Qualifications Every student will be entered for a Life and Living Skills qualification. These offer more than 150 ‘bite-sized’ Entry Level units over a wide range of skill areas. Any of these units can be combined to build a Life and Living Skills qualification that reflects your individual interests and skills. There are no minimum entry requirements, and the qualifications are suitable for both young people and mature learners, including those with profound and multiple learning disabilities. The qualifications contain units suitable for learners working at different stages of the Entry 1 Achievement Continuum. A range of differently sized qualifications at Entry Level 1, Entry Level 2 and Entry Level 3 are available. This choice of qualifications allows learners to progress to higher level qualifications or achieve more units at the same level if they are unable to progress to a higher level.
| Condition | Provision for in school |
|---|---|
| ASD - Autistic Spectrum Disorder | |
| Aspergers | |
| Attention Deficit Hyperactivity Disorders | |
| CReSTeD registered for Dyslexia | |
| Dyscalculia | |
| Dysgraphia | |
| Dyslexia | |
| Dyspraxia | |
| English as an additional language (EAL) | |
| Genetic | |
| Has an entry in the Autism Services Directory | |
| Has SEN unit or class | |
| HI - Hearing Impairment | Y |
| Hospital School | |
| Mental health | |
| MLD - Moderate Learning Difficulty | |
| MSI - Multi-Sensory Impairment | |
| Natspec Specialist Colleges | |
| OTH - Other Difficulty/Disability | Y |
| Other SpLD - Specific Learning Difficulty | |
| PD - Physical Disability | |
| PMLD - Profound and Multiple Learning Difficulty | |
| SEMH - Social, Emotional and Mental Health | |
| SLCN - Speech, Language and Communication | |
| SLD - Severe Learning Difficulty | |
| Special facilities for Visually Impaired | |
| SpLD - Specific Learning Difficulty | Y |
| VI - Visual Impairment | Y |
Interpreting catchment maps
The maps show in colour where the pupils at a school came from*. Red = most pupils to Blue = fewest.
Where the map is not coloured we have no record in the previous three years of any pupils being admitted from that location based on the options chosen.
For help and explanation of our catchment maps see: Catchment maps explained
Further reading
If there are more applicants to a school than it has places for, who gets in is determined by which applicants best fulfil the admissions criteria.
Admissions criteria are often complicated, and may change from year to year. The best source of information is usually the relevant local authority website, but once you have set your sights on a school it is a good idea to ask them how they see things panning out for the year that you are interested in.
Many schools admit children based on distance from the school or a fixed catchment area. For such schools, the cut-off distance will vary from year to year, especially if the school give priority to siblings, and the pattern will be of a central core with outliers (who will mostly be siblings). Schools that admit on the basis of academic or religious selection will have a much more scattered pattern.
*The coloured areas outlined in black are Census Output Areas. These are made up of a group of neighbouring postcodes, which accounts for their odd shapes. These provide an indication, but not a precise map, of the school’s catchment: always refer to local authority and school websites for precise information.
The 'hotter' the colour the more children have been admitted.
Children get into the school from here:
regularly
most years
quite often
infrequently
sometimes, but not in this year
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