Haringey Sixth Form College

Haringey Sixth Form College

Address: White Hart Lane, Tottenham, London, N17 8HR Unique reference number (URN): 139363

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, learners are made safer and feel safe.

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How we evaluate safeguarding

When we inspect providers for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The provider has an open and positive culture of safeguarding. Not met: The provider has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Inclusion Expected standard

Leaders and trustees foster a highly inclusive culture across the college. They know the barriers that their students face very well because they have a detailed understanding of their local context and community. They work closely with external stakeholders such as local authorities, youth offending teams, secondary schools and social workers to understand the main groups of learners who face disadvantages.

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Inclusion Expected standard

Leaders have devised appropriate systems to realise their vision that learners with a wide range of barriers can be nurtured and supported to achieve without lowering expectations. They identify and record learners’ needs well, using a new system that they continue to improve. They use this information well to add support and reduce barriers to success. This ranges from financial support for educational trips and universal free meals to highly specialised therapeutic support for learners with complex medical conditions.

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Inclusion Expected standard

Through training sessions such as ‘the inclusive classroom’, leaders make sure that teaching staff have the expertise to give learners the right help and support at the right time. Staff carefully balance expert pastoral care with academic rigour so that all learners have a similar chance to thrive. Learners who face difficulties achieve as well as their less- disadvantaged peers.

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Leadership and governance Expected standard

Leaders have devised a curriculum that is based on a sound understanding of local labour markets and the ambitions and starting points of their learners. They have introduced new subjects such as T-level health, adding high-quality classrooms and resources that closely replicate the equipment that learners will use in their next steps in high-demand sectors.

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Leadership and governance Expected standard

Trustees and leaders have a clear vision for the college that has inclusion at its heart. Leaders have secure local knowledge of the range of issues that impact on their learners in an area of severe deprivation. This helps inform their strategic direction and allocate resources where they have the greatest impact, such as providing learners with financial support for travel and trips. Leaders thus make sure that financial barriers to success are reduced. It enables disadvantaged young people to thrive alongside their peers.

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Leadership and governance Expected standard

Trustees and leaders have recently strengthened the expertise of the leadership team and improved the way that they assure the quality of the education. Leaders accurately identify areas of the curriculum that are strong and those that need improvement, taking swift action as required. Staff development is carefully tailored to respond to the individual needs of teachers, subjects and students. Leaders track and measure the impact of interventions well.

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Leadership and governance Expected standard

Trustees and leaders have generally managed a period of change well to minimise adverse impacts on staff. Staff typically feel valued and appreciate the efforts leaders make to improve their wellbeing. In a few cases, staff feel that the workload remains too high.

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Achievement Expected standard

Learners, including those with barriers to learning, typically achieve their qualifications. Those on vocational courses at levels 2 and 3 make beyond expected progress from their starting points. A few learners studying mathematics and science on the small A-level provision do not make expected progress from their starting points or do not complete their course.

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Achievement Expected standard

Learners develop new knowledge and skills well. For example, learners on courses in English for speakers of other languages develop linguistic knowledge that strengthens their grammar and vocabulary.

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Achievement Expected standard

Most learners make suitable progress in developing their English, mathematical and digital skills. Those taking English GCSE qualifications achieve grade 4 or above in line with their peers nationally. However, too few secure a grade 4 or above in mathematics GCSE.

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Achievement Expected standard

Learners consistently produce work that meets or exceeds the expected standard for their level.

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Achievement Expected standard

Learners are ready for their next steps. Nearly all go on to positive destinations that align with their interests and career goals.

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Curriculum and teaching Expected standard

Leaders provide a broad and responsive curriculum to meet the needs of young learners and local and regional employers. They offer courses that align well with key London employment priorities, such as creative industries and health and social care.

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Curriculum and teaching Expected standard

Leaders monitor teaching quality through regular developmental lesson observations, frequent learning walks and subject review meetings. This enables them to identify weaknesses promptly and implement appropriate actions to improve the quality of education.

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Curriculum and teaching Expected standard

Teachers plan and sequence the curriculum well. For example, in criminology, psychology and law, staff deliberately connect concepts across units, revisiting theories and subject- specific terminology. Teachers have successfully redesigned the media and fine art courses to improve the flow of project-based learning so that learners gain knowledge and skills in a logical order.

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Curriculum and teaching Expected standard

Teachers use effective strategies to help learners understand and remember new knowledge and develop their skills. They give clear explanations, check that learners understand and give them time to practise. Teachers generally give helpful feedback that helps learners improve their work.

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Curriculum and teaching Expected standard

Teachers typically use assessments effectively to check learners' understanding during lessons. They use probing questions, frequent tests and mock assessments to identify gaps in learners’ knowledge and correct misconceptions.

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Curriculum and teaching Expected standard

Teachers help learners, including those with barriers to learning, to improve their mathematics and English skills. They use well-tailored ‘lost learning plans’ to provide structured academic support to help learners catch up if they fall behind.

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Curriculum and teaching Expected standard

Leaders ensure that their curriculum offer securely meets the requirements of 16 to 19 study programmes.

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Participation and development Expected standard

Leaders create a safe, respectful and aspirational environment where learners feel well supported, regardless of their background or any barriers that they have. Learners rightly feel that staff are approachable and will take their concerns seriously. They confidently report concerns.

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Participation and development Expected standard

The personal development curriculum is a notable strength. Staff have included content that is highly relevant to the particular context of young learners in inner London. Tutors teach learners about protected characteristics, equality, diversity, inclusion, antiracism, LGBT+ identities and fundamental British values. Learners explore belonging, representation and how to debate respectfully. In the rare event that learners use derogatory language, staff challenge prejudiced views. Learners develop respect for difference in modern Britain.

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Participation and development Expected standard

Learners benefit from a wide range of enrichment activities that keep them healthy and help them make friends across different year groups and subjects. Activities like sports, dance and yoga build learners' fitness and wellbeing. Community-focused activities such as social action projects develop their leadership skills and sense of citizenship.

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Participation and development Expected standard

Staff have planned effective work-related careers education across all levels. Learners enjoy sessions on CV writing, interview practice, health and safety, work experience preparation and reflection. Activities are aligned to learners’ aspirations and meet 16 to 19 study programme expectations. Learners benefit from high-quality work-related opportunities such as employer visits. However, leaders are working to improve further the quality of work experience placements.

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Participation and development Expected standard

Staff provide learners applying for university with effective support with UCAS applications and interview preparation. Learners are well supported for their next steps.

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Achievement Expected standard

Learners generally make expected progress from their starting points. Most learners develop a range of new knowledge, skills and behaviours. On entry level courses, learners who are non-verbal develop the skills to use communication devices so they can express their views and feelings. In level 2 art and design, learners with education, health and care plans develop their skills to deconstruct and weave together images. Learners produce practical and written work that is of the expected standard for the level they study.

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Achievement Expected standard

Learners with high needs typically achieve well and in line with their peers without high needs. A high proportion improve their English and mathematical skills from their starting points. However, too few learners secure a grade 4 or higher in GCSE mathematics.

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Achievement Expected standard

Most learners move to positive destinations such as further learning at the college, higher education or employment.

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Curriculum and teaching Expected standard

Leaders provide a broad range of subjects and levels for learners with high needs, including an entry level 'learning for life' programme and courses from levels 1 to 3 on the vocational and academic study programmes. They plan to introduce employability courses, so learners have greater choice in preparing for their next steps.

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Curriculum and teaching Expected standard

Staff plan the curriculum carefully, adapting it well to meet diverse needs. They use assessment well to identify what learners know and can do at the beginning of their programme. They then set targets linked to prior learning and individual education, health and care (EHC) plans. Most learners study ambitious, personalised programmes that prepare them well for adulthood.

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Curriculum and teaching Expected standard

Expert teachers generally select appropriate resources and teaching strategies to explain new content and skills clearly. They use activities such as quizzes and tests to identify gaps accurately and tailor teaching. Teachers and learning support staff make effective use of a wide range of bespoke support, such as mentors and specialist therapeutic services, to help learners with high needs meet their potential. Teachers reduce support appropriately as learners progress, with level 3 learners receiving less in-class support to help build independence.

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Curriculum and teaching Expected standard

On vocational and academic programmes, teaching staff know their learners well. They skilfully use class profiles and individual learner 'passports' based on EHC plans to implement suitable support in lessons. Tutors and support staff set achievable, vocationally specific targets. Specialist therapists help review targets frequently. This supports teachers to adapt support as needed.

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Participation and development Expected standard

Teachers and learning support assistants set high expectations for learners' attitudes to learning, regardless of their level of need. This results in classrooms that are calm environments with a positive atmosphere. Learners demonstrate positive behaviour and engage well with their learning.

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Participation and development Expected standard

Teachers manage lateness well so that it does not disrupt the learning of others. Learners with high needs generally attend well, particularly those in specialist provision. The attendance of a few learners to mathematics and English GCSE classes is too low.

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Participation and development Expected standard

Staff provide valuable opportunities for learners with high needs to undertake activities that promote their interests and wellbeing. On entry level courses, activities such as sports, yoga, and dance build resilience. On vocational and academic programmes, learner-led enrichment is a notable strength. It builds social action skills, while demonstrating that learners with special educational needs and/or disabilities can take on meaningful leadership roles. Learners quickly become more confident and independent.

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Participation and development Expected standard

Learners with high needs receive tailored guidance about their next steps. Tutors teach a well-planned careers programme. Learners benefit from personalised careers and university advice that includes employer encounters, university visits and CV writing workshops. Leaders plan to improve the quality of work experience placements for learners with high needs.

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What it's like to be a learner and/or an apprentice at this provider

Learners describe the college community as a ‘Haringey family’, where everyone works in an inclusive and aspirational environment. Staff get to know learners well, greeting them by name in the communal areas and as they arrive at college. Learners with high needs are well integrated into the community, making friends across the college. Learners readily support and befriend each other. For example, learners on courses in English for speakers of other languages who are new to the area give each other tremendous help as they learn English and celebrate their successes together.

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What it's like to be a learner and/or an apprentice at this provider

Learners demonstrate consistently good behaviour. They work hard and typically attend lessons and other activities well. Leaders encourage high attendance by helping with travel costs and setting high expectations for punctuality. In a few cases, such as in GCSE English and mathematics, attendance is not high enough for some learners.

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What it's like to be a learner and/or an apprentice at this provider

Leaders reduce financial barriers to success well. Learners benefit from schemes such as access to laptop computers and free breakfast and lunch. They have the resources they need to do their best and thrive at college, regardless of their background. Learners are generally pleased with the quality of teaching. Teachers help them understand and remember new content so that they quickly gain new knowledge and skills. For learners who require extra support, including those who have high needs and special educational needs and/or disabilities, staff provide personalised packages which help them achieve their potential. Learners typically achieve well, particularly on vocational courses.

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What it's like to be a learner and/or an apprentice at this provider

Tutors teach learners about topics that extend beyond their main courses, including healthy relationships and how to keep safe online and in life outside college. These lessons help learners make informed choices in their daily lives. Staff arrange talks and trips for all, including those with high needs. Learners take up these experiences enthusiastically, gaining confidence and independence.

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Next steps

Leaders should continue their strategy to improve achievement in the few areas that remain too low, such as A-level science and GCSE mathematics. Leaders should further strengthen the specialist curriculum and teaching in provision for learners with high needs. Leaders should continue their focus on improving learners' attendance to GCSE mathematics and English classes. Leaders should strengthen their work experience offer to ensure learners across both provision types further develop their employability skills.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with trustees, leaders, teachers, employers and other stakeholders, and learners during the inspection.

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About this inspection

Haringey Sixth Form College is a 16 to 19 academy based in one campus in Tottenham, London. The college has 1,144 learners on education programmes for young people (EPYP). There are 155 learners in receipt of high needs funding. Most learners with high needs study within the main EPYP curriculum areas, while around a third are in specialist entry level provision.

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About this inspection

Most learners take level 3 vocational or technical courses. A large minority take level 1 or 2 vocational programmes. A small minority of learners study A levels. Over half of learners are working towards achieving mathematics or English GCSE or functional skills alongside their main study programme.

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Lead inspector:

Claudia Harrison, His Majesty's Inspector

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Team inspectors:

Michael Worgs, His Majesty's Inspector Joanna Walters, His Majesty's Inspector Philida Schellekens, Ofsted Inspector

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Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other providers can learn from it.

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Strong standard

The provider reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

Principal: Lisa Westray The provider is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The provider needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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