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  • Haberdashers' Aske's Hatcham College
    Pepys Road
    London
    SE14 5SF
  • Head: Seema Solani
  • T 020 7652 9510
  • F 020 7652 9520
  • E [email protected]
  • W www.haaf.org.uk
  • A state school for boys and girls aged from 3 to 18.
  • Boarding: No
  • Local authority: Lewisham
  • Pupils: 1,840 ; sixth formers: 356
  • Religion: None
  • Open days: September
  • Review: View The Good Schools Guide Review
  • Ofsted:
    • Latest Overall effectiveness Good 1
      • 16-19 study programmes Good 1
      • Early years provision Outstanding 1
      • Outcomes for children and learners Good 1
      • Quality of teaching, learning and assessment Good 1
      • Personal development, behaviour and welfare Good 1
      • Effectiveness of leadership and management Good 1
    • 1 Full inspection 27th February 2019
  • Previous Ofsted grade: Outstanding on 15th January 2014
  • Ofsted report: View the Ofsted report

What says..

An extremely diverse community, both culturally and socially. As one member of staff dryly observed, at the end of the school day equal numbers turn either right into the Telegraph Hill conservation area, where a five-bedroom house might go for £1.3m, or left towards New Cross and some of the worst social deprivation in London. The music in the senior school is astonishing. No other word for it. We see many schools which claim to have marvellous music, but they really do have it here. We sat, open-mouthed, through student performances of…

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Other features

All-through school (for example 3-18 years). - An all-through school covers junior and senior education. It may start at 3 or 4, or later, and continue through to 16 or 18. Some all-through schools set exams at 11 or 13 that pupils must pass to move on.

What The Good Schools Guide says

Principal

Since September 2019, Seema Solani.

Head of primary phase since 2015, Emily Gyimah, previously deputy head at Hatcham Temple Grove. Degree in primary education from Brunel; spent two years as a KS1/KS2 class teacher at Monson primary school and then taught for five years as a KS1 and literacy leader at Hatcham Temple Grove. She was then promoted to Haberdashers’ Aske’s Federation phonics consultant, a position she held for three successful years before returning to HTG in 2014 as deputy head.

Academic matters

One of the primary phase's unique selling points (the other is its music) is its German immersion programme, which pupils begin in year 1. According to the school, the children are taught for half a day, every day, in German, and staff with ability to speak German are actively recruited....

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Please note: Independent schools frequently offer IGCSEs or other qualifications alongside or as an alternative to GCSE. The DfE does not record performance data for these exams so independent school GCSE data is frequently misleading; parents should check the results with the schools.

Who came from where

Who goes where

Special Education Needs

Haberdashers’ Aske’s Hatcham College is an all through inclusive school that provides teaching and learning that enables all pupils to attain and achieve through a broad, balanced and appropriately differentiated curriculum. The aim is to ensure all pupils are appropriately supported in order that they may work confidently towards reaching their full potential. Policy and practice reflects the philosophy and fundamental principles within the Special Educational Needs Code of Practice 2015: • Schools will, with best endeavour, meet the needs of special educational needs pupils • The views of the child and family should be sought and taken into account • Parents have a vital role to play in supporting their child’s education • High quality teaching that is differentiated and personalised will meet the individual needs of the majority of children and young people (1.24) Whole School Approach: High quality first teaching and additional interventions are defined through our annual dialogue across the school contributing to our provision management approach. These documents help us to regularly review and record what we offer every child or young person in our care and what we offer additionally. These discussions also serve to embed our high expectations among staff about quality first teaching and the application of a differentiated and personalised approach to teaching and learning. We make it a point to discuss aspirations with all of our learners.

Condition Provision for in school
ASD - Autistic Spectrum Disorder Y
Aspergers Y
Attention Deficit Hyperactivity Disorders Y
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
Hospital School
Mental health
MLD - Moderate Learning Difficulty
MSI - Multi-Sensory Impairment
Natspec Specialist Colleges
OTH - Other Difficulty/Disability
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
VI - Visual Impairment

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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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