Haringey Sixth Form College

Haringey Sixth Form College Report following a monitoring visit to a ‘requires improvement’ provider

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Name of lead inspector: Steve Lambert, His Majesty's Inspector

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Address:

White Hart Lane Tottenham N17 8HR Monitoring visit: Haringey Sixth Form College, 01 and 02 May 2024]

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Context and focus of visit

Haringey Sixth Form College was inspected in March 2023. At that time, inspectors judged the overall effectiveness of the provision to require improvement.

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Context and focus of visit

The focus of this monitoring visit was to evaluate the progress that leaders and managers have made in resolving the main areas for improvement identified at the previous inspection.

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Reasonable progress

Since the previous inspection, leaders and managers have taken effective action to improve the quality of education for students with high needs. Considerable changes in staffing and training have started to have a positive impact on the quality of teaching. Leaders and managers have re-assessed all students with high needs and as a result, have recently introduced several new discrete curriculum pathways. Staff now have high expectations of students with high needs. Teachers plan and teach lessons for students in discrete provision well to meet their individual needs. For example, when planning a visit to the Design Museum, each student worked with the appropriate level of support to plan their journey. Teachers challenged those students who were able, to calculate the time they would need to leave in order to arrive at the museum at a specified time. Leaders and managers make sure that students with high needs in mainstream

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Reasonable progress

college provision are provided with the support they need in lessons. For example, students on catering courses are provided with adjustable grip knives to help them practise and develop their fine motor control. In other lessons, teachers provide laptops to students where necessary, and teachers use seating plans effectively to ensure that students fully participate with other students in class activities. Leaders and managers meet with staff weekly to monitor the progress all students with high needs make towards meeting the goals in their education, health and care plans. This has helped leaders to plan students’ transition to the next stage of their education. For those going on to other colleges, frequent visits have already started to happen. Monitoring visit: Haringey Sixth Form College, 01 and 02 May 2024]

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Reasonable progress

Since the previous inspection, managers and staff have improved the sequencing of the curriculum. They focus suitably on teaching the fundamental knowledge of their subject before moving on to more complex content. Staff in criminology, psychology and law have linked topics to help students gradually build on their knowledge across the subjects. Students studying these subjects first learn behaviour theories in psychology. Teachers then revisit the same behaviour theories but from a criminological perspective, to look at why someone might commit a crime in a certain way. Most teachers give clear explanations to introduce new concepts or tasks. Teachers in catering lessons give students clear, step-by-step instructions to make a frangipane tart. Teachers break down the content of tasks and check how students progress with each stage. They provide students with feedback to help them understand what they have done well, and what they need to improve, before

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Reasonable progress

moving on to the next stage. This helps to ensure that students are clear about what they need to do. Most teachers check what students can remember from previous lessons and ask them to complete 'mastery tests' at the end of small topics before moving on to new content. Teachers set useful discussions through 'think, pair share' activities. Teachers check that students understand topics well enough to discuss them with their peers and then give feedback on what they have learned. In health and social care, teachers use this approach to correct common misunderstandings amongst students, such as the differences in the roles of physiotherapists and occupational therapists. Leaders and managers have provided training to teachers in the use of a wide range of techniques to check students’ understanding quickly, which teachers now use. For example, teachers use quick knowledge checks, by asking students to answer

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Reasonable progress

questions on mini-whiteboards or by showing true or false cards. However, in a few instances, teachers do not use the most appropriate method of assessment. For example, in larger groups, students do not always provide valid responses, instead holding up blank mini-whiteboards. Teachers sometimes ask students questions that are too simple for their level of learning and do not help students extend their knowledge. On other occasions, students simply read out the notes they had made in earlier lessons rather than being able to recall from memory what they have learnt. Monitoring visit: Haringey Sixth Form College, 01 and 02 May 2024]

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Reasonable progress

Leaders and managers have implemented a wide range of initiatives which are starting to improve students’ attendance and punctuality. They set clear expectations of students, which includes a welcome letter to parents stating what is expected. Leaders recognise the range of challenges students face, many of whom are working, either full or part-time in addition to attending college or having caring responsibilities for younger siblings. This has led to leaders adopting a slightly later start time so that students can take young siblings to school and still arrive at college on time. Leaders, with the support of college trustees, have implemented a package of financial measures aimed at improving attendance. All students who live more than three miles from the college receive a travel-to-learn bursary to assist with travel costs. In addition, all students, regardless of whether they were previously eligible

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Reasonable progress

for free school meals, receive a free meal at college. This helps to ensure that students remain in college during lunchtime and helps to avoid absence or lateness to afternoon lessons. Leaders and staff have improved attendance and punctuality on the worse performing courses. Students in these courses, which include English for speakers of other languages (ESOL), art and design, English and health and social care now attend more frequently and attendance in these courses continues to improve. Leaders monitor attendance carefully and provide parents with access to their child’s attendance. Any non-attendance of students is automatically reported via text message to parents. However, these measures are having a limited impact on students’ attendance.

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Reasonable progress

Leaders have taken a bold approach to enrichment by ceasing Wednesday afternoon activities for most students due to low participation. Instead, leaders and managers have started to make enrichment a planned part of the curriculum. Curriculum leaders are held to account for ensuring that all courses have enrichment opportunities each term. This has resulted in students benefitting from trips, visits and guest speakers. For example, law students visit the Royal Courts of Justice, and artists talk to art students about their studios. However, much of the enrichment that currently takes place is linked directly to the courses that students study. Staff do not arrange enough activities so that students can pursue their interests and talents beyond their course. Leaders recognise this and have plans in development for September to extend the range of extracurricular activities. Monitoring visit: Haringey Sixth Form College, 01 and 02 May 2024]

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Reasonable progress

Leaders have established a successful events enterprise company organised primarily by students. This provides marketing, media content creation and catering for events run by local charities and community organisations. Any student from the college who wants to develop their entrepreneurial and business skills can join the company. Students with high needs benefit from a range of sports and leisure activities that help develop their confidence and social skills. Mixed groups of dance and movement, football, and art help students with high needs to develop their interests and participate in a range of activities. A high proportion of learners with high needs participate in these activities. Monitoring visit: Haringey Sixth Form College, 01 and 02 May 2024] regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and

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Reasonable progress

inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for children looked after, safeguarding and child protection.

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