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  • TreeHouse School
    Woodside Avenue
    London
    N10 3JA
  • Head: Kerry Sternstein
  • T 020 8815 5424
  • F 020 8815 5420
  • E [email protected]
  • W www.treehouseschool.org.uk
  • A special independent school for pupils aged from 3 to 19 with autism
  • Boarding: No
  • Local authority: Haringey
  • Pupils: 86; sixth formers: 20
  • Religion: None
  • Fees: All funded by LA
  • Open days: December, February, April, June, July
  • Review: View The Good Schools Guide Review
  • Ofsted:
    • Latest Overall effectiveness Outstanding 1
      • Outcomes for children and learners Outstanding 2
      • Quality of teaching, learning and assessment Outstanding 2
      • Effectiveness of leadership and management Outstanding 2
    • 1 Short inspection 28th November 2017
    • 2 Full inspection 25th 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 9th December 2009
  • Ofsted report: View the Ofsted report

What 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...

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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.

What the parents say...

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What The Good Schools Guide says

Headteacher

Since 2016, Kerry Sternstein, who joined TreeHouse School from Shaftesbury High where she had worked for 19 years, 18 years as deputy head and nearly two years as head of school. She set up ‘a cutting edge’ autism resource centre which taught pupils in five distinct areas according to the needs stated on their EHCP. This experience no doubt prepared her well for her headship at TreeHouse, where she is reinvigorating the curriculum and creating a similar emphasis on extending life experiences and opportunties.

Originally from Leeds, she moved south as a newlywed and started her teaching career as an English teacher, moving rapidly to become deputy head of English. Part-time jobs while her two children were young led her into special needs teaching, and after returning to full time...

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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.

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

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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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