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  • Haringey Sixth Form College
    White Hart Lane
    N17 8HR
  • Head: Mr Russ Lawrance
  • T 020 8376 6000
  • E [email protected]
  • W
  • 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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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

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
Attention Deficit Hyperactivity Disorders
CReSTeD registered for Dyslexia
English as an additional language (EAL)
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:

most years
quite often
sometimes, but not in this year

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