LaSWAP Sixth Form: London's Longest-Standing Consortium Redefining Post-16 Education

On the eastern fringes of Hampstead Heath, four Camden comprehensives have joined forces to create something genuinely different in sixth form education. LaSWAP, the oldest and largest sixth form consortium in London, pools the resources of Acland Burghley, La Sainte Union, Parliament Hill, and William Ellis to deliver a curriculum breadth that no single school could achieve alone. With over 40 A-level subjects, vocational qualifications, T-levels, and a three-year pathway option, this is post-16 provision designed for flexibility. The model works well for independent learners ready to move between sites and manage their own time. Those requiring close supervision and single-site stability may find the structure challenging.

The consortium has operated for over 35 years, making it a proven model rather than an experiment. Approximately 1,000 students study here at any time, with new entrants comprising around 40% of each Year 12 cohort. This blend of internal progression from the four partner schools and external applicants from across north London creates a genuinely diverse learning community.

The four schools sit within a few hundred metres in the Parliament Hill area, so the sixth form feels like a small college network spread over a dispersed campus. Students register at a base school where they have a designated tutor and head of year, but most study across multiple sites. This arrangement means navigating different buildings, teaching styles, and communities throughout the week.

Anna Rimington has been Director since 2025, after serving as Acland Burghley’s Director of Sixth Form. Her background within the consortium itself signals continuity and deep familiarity with the model's strengths and demands. Each of the four partner schools also maintains its own Director of Sixth Form, Heads of Year, administrator, and attendance officer, ensuring students receive consistent support at their base.

The student body is notably diverse, drawn from across north London and reflecting the socioeconomic mix of four inner-city comprehensives. Despite the leafy surroundings near Hampstead Heath, this remains authentically comprehensive provision serving families from a wide range of backgrounds. Students speak of the lack of hierarchy between peers, an openness that comes from mixing with people from different schools and different backgrounds. One current student described it as having "no sense of hierarchy between students. They're friendly and open and so diverse."

The atmosphere is purposeful but relaxed. Students dress smart casual, and the consortium stresses having at least five outfits that meet that description. They are expected to manage their own timetables and attendance across sites. This halfway house between school and college suits those ready for greater independence. The transition can challenge students who need tighter structures.

Parliament Hill and William Ellis run a joint co‑ed sixth form; La Sainte Union and Acland Burghley keep their 11+ intakes and add external applicants at 16. Through LaSWAP, La Sainte Union — traditionally an all‑girls Catholic school — becomes co‑educational at sixth form. William Ellis, historically an all-boys grammar school now operating as a comprehensive, similarly opens to girls through the consortium.

A-level outcomes at LaSWAP are solid, sitting in line with the middle 35% of sixth forms in England. In 2024, 8.1% of grades were A*, with 23.7% at A* or A and 51.9% at A*-B. This places LaSWAP marginally above the England average for A*-B grades, which sits at 47.2%.

The consortium ranks 1004th out of 2,649 ranked sixth forms in England for A-level performance (FindMySchool ranking), placing it within the 38th percentile. This is respectable performance for a truly comprehensive intake that accepts students from across the ability range. Some arrive with mainly grade 6s at GCSE while others hold strings of grade 9s. The school openly acknowledges this diversity, viewing it as a strength rather than a challenge to be minimised.

Visual arts and creative subjects have historically been particular strengths, with consistently strong results in art, photography, and textiles. Languages and humanities also perform well, though uptake in modern foreign languages remains modest. English, religious education, film studies, and media studies feature among subjects with strong track records.

Vocational qualifications add another dimension. BTEC students achieve well, with virtually all Level 2 learners progressing to advanced courses, apprenticeships, or employment. A third of these students return to LaSWAP for advanced applied programmes, demonstrating the value of the vocational pathway for progression.

The 2025 results were described as Acland Burghley's best post-16 results ever, reflecting the ongoing improvement trajectory. The consortium celebrates outcomes across all qualification types equally, recognising that distinctions in vocational courses represent genuine achievement alongside traditional A-level grades.

The consortium model unlocks curriculum breadth that would be impossible for any single school. Students choose from approximately 40 A-levels alongside BTECs in applied science, business, performing arts, art and design, and sports coaching. T-levels in media production, digital software development, marketing, health, and business administration represent newer technical pathways with substantial work placement components.

More unusual offerings include Latin, classical civilisation, dance, music technology, textiles, product design, and film studies. Students can mix academic and vocational qualifications in combinations that reflect their individual interests and career plans. About 80% of students follow a purely academic route, while the remainder take vocational courses. Those who wish can combine both pathways.

Teaching is delivered by over 200 specialists across the four sites. Some subjects run at multiple locations, offering flexibility in timetabling. Others, such as music technology, textiles, and dance, are taught at only one school. Class sizes vary, with some A-level sets intimate and others larger.

The approach expects maturity. Students receive target grades based on GCSE performance and are tracked through termly reports and regular progress meetings. Three reports per year keep students and families informed of progress against targets. Those falling behind access intervention and revision support. Study skills guidance accompanies the academic programme, acknowledging that managing multiple sites and independent study time requires different capabilities than the structured secondary school day.

The Extended Project Qualification is available for students seeking to develop independent research skills valued by universities. This extended independent research project, worth half an A-level in UCAS points, provides excellent preparation for undergraduate study. Super-curricular enrichment extends learning beyond examination syllabi, with visiting speakers and supplementary programmes challenging students to engage with ideas beyond the classroom.

Core Maths provides an additional pathway for students who need mathematical skills for university courses without taking full A-level Mathematics. Post-16 GCSE retakes in English and Mathematics support students who need to achieve grade 4 or 5 in these core subjects.

University progression is a clear strength. In 2025, over 70% of students secured places at their first or second choice institution or apprenticeship. Destinations span Russell Group universities, Oxbridge, and a broad range of courses from medicine to creative industries.

Six students secured Oxbridge places in 2025, along with one place at the Royal Academy of Music and one to study in Milan. Notable individual achievements included Nathan Levitt from Acland Burghley, who achieved four A* grades and progressed to study Natural Sciences at Cambridge. Ibrahim Ahmed gained three A* grades before taking up Aeronautical Engineering at Imperial College London. An Thien Pham from La Sainte Union achieved AAA and went to the University of Warwick for Computer Science.

London universities and Manchester feature prominently among popular destinations, reflecting both geography and the diverse degree courses LaSWAP students pursue. The consortium achieves above the England average for Russell Group progression rates. Students are significantly more likely than the national average to secure places at their first choice institution.

The vocational track leads equally valid routes forward. Students completing Level 2 programmes progress to advanced courses, apprenticeships, or employment, with a third returning to LaSWAP for Level 3 qualifications. Destinations for vocational learners include nursing, midwifery, and paramedic training.

UCAS guidance is comprehensive. Dedicated support exists for Oxbridge and medicine applicants, alongside general careers mentoring and guidance appointments. Work experience placements and Futures Day events help students explore options beyond the traditional university route. The UCAS Discovery programme introduces students to the application process, while ex-LaSWAP students can access ongoing UCAS guidance support.

The consortium takes particular pride in supporting students into competitive courses and professions, including medicine, law, and engineering. The range of destinations reflects the comprehensive ethos, celebrating progression to elite universities alongside excellent apprenticeships and creative industry pathways.

LaSWAP operates its own admissions process, separate from local authority coordination. Applications for 2026 entry opened on 28 November 2025, with a February 2026 deadline. Those who miss the deadline are placed on a waiting list.

Entry requirements have become more demanding in recent years. A-level students now need at least four GCSEs at grade 6 or above, English Language at grade 5 or higher, and an overall average points score of 5.0 across at least eight GCSEs. This represents a significant change from previous requirements of grade 4s. Individual subjects carry additional requirements. Students should check specific prerequisites before applying.

For three A-levels plus an AS level, the requirement rises to a GCSE average of 5.5 or above. Those meeting only grade 4 thresholds in English or Maths can access alternative pathways rather than A-levels, ensuring individual needs are met through vocational routes.

The process involves several stages. First, prospective students register interest online. They then attend the Open Evening in November with a parent or carer. Applications must be submitted online or by hand by the December deadline.

Summer assignments are set at this stage. Following GCSE results in August, formal enrolment appointments confirm places. Students must keep dates around results day free for enrolment meetings.

The consortium does not offer re-sit or repeat years except in exceptional circumstances requiring Director approval. Students with international qualifications need official UK ENIC equivalency evidence before enrolment.

Open days run in November and January. Prospective students should attend, speak with current students and staff, and consider whether the multi-site model suits their learning style before committing. The Open Evening provides opportunity to meet subject teachers and ask detailed questions about courses.

Despite the dispersed model, pastoral support is structured and accessible. Each student is anchored to a base school, with a head of year and tutor tracking academic progress and wellbeing through regular interviews and target-setting conversations. This continuity provides an anchor amid the movement between sites.

All students register daily at their base school, where they do most of their lessons. Tutors monitor both work and wellbeing, using regular interviews to talk through challenges and set targets. This relationship provides stability within the multi-site model.

Professional counselling services are available on a confidential basis. PSHE provision includes external speakers, group work, and discussion sessions addressing contemporary issues. E-safety and wellbeing peer advising systems extend support through student-to-student networks, with older students supporting younger peers.

The September induction programme is thorough, briefing new arrivals on course structures, department procedures, and expectations. Students receive a detailed planner covering key dates, resources, and guidance. This comprehensive diary-style book contains essential information for navigating the consortium. The transition from GCSE to advanced study is taken seriously, with staff acknowledging that moving to independent learning requires active support.

Attendance is closely monitored as a condition for progression. Students failing to maintain satisfactory attendance risk not being allowed to continue to Year 13. A satisfactory attendance record is explicitly required for progression between years.

The enrichment programme runs primarily on Wednesday and Thursday afternoons, offering approximately 35 options spanning academic extension, creative pursuits, and physical activities. Participation is encouraged rather than compulsory, but everyone is expected to engage regardless of prior knowledge or expertise.

Offsite sport includes sailing and climbing, extending beyond the facilities available on school grounds. The Talacre Community Sports Centre nearby hosts the sports education and training programme, offering Level 1-3 qualifications in sports coaching that can lead to the advanced diploma in sports development. Successful students can progress to university or employment in the sports sector.

Theatre productions are ambitious. Recent collaborations between La Sainte Union and LaSWAP have included Chicago, with 2026 bringing another major musical production. The ski trip offers winter sports and travel experience. These opportunities extend the educational experience beyond academic study.

There’s a wide enrichment offer with visiting speakers and volunteering, designed to spark debate and interest in current affairs, plus the wider community. This programme develops skills valued by universities and employers beyond examination grades.

Students can establish their own clubs to meet emerging interests, ensuring the enrichment programme remains responsive to student passions. The enrichment fair at Taster Day introduces incoming students to the range available, helping them plan involvement from the outset.

STEM

Science subjects are well resourced across the consortium, with biology, chemistry, physics, and further mathematics all available at A-level. The applied science BTEC offers an alternative route for those preferring project-based assessment, providing practical laboratory experience alongside theoretical understanding.

T-levels in digital software development and health represent newer technical pathways with substantial industry placement components. These qualifications include significant work experience, providing direct contact with employers alongside classroom learning. Computer science A-level provides the theoretical foundation for students interested in technology careers.

Mathematics masterclasses feature among the enrichment offerings, extending the curriculum for students with particular aptitude. Core Maths provides mathematical skills for students pursuing university courses requiring quantitative ability without the full A-level commitment.

Students manage their own timetables across multiple sites. The four schools sit close together in the Parliament Hill area, with journeys between them typically taking minutes on foot. Gospel Oak railway station is nearby, with good bus connections serving the area from across north London.

The school day structure varies by individual timetable. Students are expected to dress in smart casual attire. The consortium emphasises having at least five appropriate outfits available. This dress code sits between the uniforms of the partner schools and the complete freedom of further education colleges.

Contact for admissions inquiries is available by telephone at 020 7692 4157 or by email at info@laswap.camden.school.

Multi-site model requires self-management. Students study across up to four different buildings during a typical week. Those who thrive with structure and supervision in a single location may find the dispersal challenging. This suits motivated, organised learners comfortable with independence. Students who struggled with organisation at GCSE may find the transition difficult.

Comprehensive intake means mixed ability classes. Some students arrive with mainly grade 6s, others with grade 9s throughout. This breadth is philosophically valuable but means pace and pitch must accommodate variety. Highly academic students seeking a hothouse environment may prefer more selective alternatives.

Entry requirements have risen. The shift to requiring grade 6s rather than grade 4s for A-level entry changes the intake profile. Students who would previously have qualified may now need to consider vocational routes. This represents a significant policy change affecting accessibility.

No guarantee of place. Where applications exceed capacity, places are allocated according to the admissions policy criteria. Popularity and entry standards create genuine competition. Meeting entry requirements does not guarantee an offer.

LaSWAP offers curriculum breadth and flexibility that few state sixth forms can match, combined with comprehensive intake that welcomes students from across the ability range. The consortium model, now over 35 years old, proves that collaboration between schools can deliver genuine benefits for learners.

Results are solid rather than spectacular, sitting in the middle band for England, but the value added for individual students includes exposure to a diverse peer group, experience of navigating a multi-site environment, and preparation for the independence of university or work. The 70% success rate in securing first or second choice destinations, including six Oxbridge and numerous Russell Group places, demonstrates that the model delivers.

Best suited to self-motivated students ready for greater independence at 16, who relish subject choice and can manage their own time across different locations. Those needing close daily oversight or preferring single-site stability should consider whether the consortium structure genuinely suits their learning style before applying.