TreeHouse School A GSG School
- TreeHouse School
Woodside Avenue
London
N10 3JA - Head: Joanna Dziopa
- T 020 8815 5424
- F 020 8815 5420
- E admissions@treehouseschool.org.uk
- W www.treehouseschool.org.uk
- A special independent school for pupils aged from 3 to 19 with autism
- Boarding: No
- Local authority: Haringey
- Pupils: 100 (88 boys /12 girls); sixth formers: 15
- Religion: None
- Fees: All funded by LA
- Open days: January and March, for more details please check the school's website
- Review: View The Good Schools Guide Review
-
Ofsted:
- Latest Overall effectiveness Outstanding 1
- Effectiveness of leadership and management Outstanding 2
- 1 Short inspection 8th March 2023
- 2 Full inspection 24th October 2012
Short inspection reports only give an overall grade; you have to read the report itself to gauge whether the detailed grading from the earlier full inspection still stands.
- Previous Ofsted grade: Good on 8th December 2009
- Ofsted report: View the Ofsted report
What The Good Schools Guide says..
All pupils have significant learning difficulties, many are years behind their peers, and there is an emphasis on behaviour management and reducing barriers to learning rather than academics; however, pupils make evidential progress. They achieve more than parents could ever have imagined thanks to well-thought-through curriculum and individually set goals. Full-time head of PE as well as supporting teachers to ensure pupils get as much time moving as possible - football, bowling, horse riding, bouncy castle, swimming, fitness...
What the school says...
TreeHouse is an independent special school for children with autism. We deliver highly individualised personalised learning for children with autism using the principles of Applied Behaviour Analysis.
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What The Good Schools Guide says
Headteacher
Since 2021 Joanna Dziopa. Joined Treehouse from Queensmill School bringing years of senior leadership experience in educational and social care settings. Has extensive knowledge of autism, including developing autism provision and delivering training to schools, teachers and other professionals.
Entrance
Transparent admission policy - all pupils have a diagnosis of autism or related communication disorder, and all have an EHCP. The school reviews reports to see if they would be able to meet needs, followed by detailed assessment at home or present school and an equally detailed assessment at TreeHouse. Then they need to agree LA funding. TreeHouse suits those with complex autism and learning difficulties. The school looks to see whether any current difficult behaviour is due to distress and would improve at TreeHouse, and whether the pupil could benefit from the teaching available. Careful...
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Overall school performance (for comparison or review only)
Entry/Exit
Special Education Needs
TreeHouse is an non-maintained special school for children with autism. We deliver highly personalised learning for our pupils using the principles of Applied Behaviour Analysis and Positive Behaviour Support. We are based in Muswell Hill, North London and have excellent links for integration with local mainstream schools. Majority of our pupils are funded by their home LAs. Many of our children have multiple diagnoses but all will have a primary diagnosis of autism.
| Condition | Provision for in school |
|---|---|
| ASD - Autistic Spectrum Disorder | Y |
| Aspergers | |
| 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 | Y |
| Has SEN unit or class | Y |
| HI - Hearing Impairment | |
| Hospital School | |
| Mental health | |
| MLD - Moderate Learning Difficulty | Y |
| MSI - Multi-Sensory Impairment | Y |
| 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 | Y |
| SLCN - Speech, Language and Communication | Y |
| SLD - Severe Learning Difficulty | Y |
| Special facilities for Visually Impaired | |
| SpLD - Specific Learning Difficulty | |
| VI - Visual Impairment |
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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