Harris Academy Tottenham Review 2026: All-through, high-expectations education in Tottenham Hale

An all-through model can feel like an advantage or a compromise, depending on the child. Here, it is largely an advantage. The primary phase benefits from clear routines and strong foundational outcomes, while the secondary phase adds subject breadth and a structured academic culture, without forcing families to restart their school search at Year 7.

The most recent inspection confirmed that the school continues to be Outstanding (inspection dates 11 to 12 January 2023; published 03 March 2023).

Leadership is centred on Executive Principal Nick Soar, with Kanika Forbes as Secondary Principal.

For parents, the practical headline is demand. Reception and Year 7 are both oversubscribed, with roughly three and a half applications per place in the most recent published admissions data, so a realistic admissions strategy matters as much as enthusiasm.

The tone is purposeful and relationships-led, with a strong emphasis on pupils mixing well across a diverse community. Staff expectations are explicitly high, and pupils are encouraged to take their education seriously from the earliest years. That can suit children who respond to structure and routine, particularly those who do best when behaviour is calm and lessons move at pace.

A notable feature of the school culture is consistency across phases. The inspection evidence highlights orderly conduct and lessons that are typically free from disruption, which is often harder to achieve in an all-through setting than in a single-phase school.

The same evidence also points to bullying being uncommon and handled effectively when it occurs, which is reassuring in a large school where peer groups and year cohorts are substantial.

School language and values reinforce the approach. A commonly referenced trio is ENDEAVOUR, ENJOY, EXCEL, framed as effort, sustained motivation, and mastery rather than quick wins.

This matters because it signals the school’s likely “fit”: children who prefer a looser environment may find the expectations demanding, while children who like clarity, praise tied to achievement, and predictable routines often do well.

Because this is an all-through school, it is helpful to look at outcomes in three slices: Key Stage 2, GCSE, and A-level. The profile is not uniform across those stages, which is common in large schools with varied sixth-form pathways.

Primary (Key Stage 2)

The 2024 end of Key Stage 2 outcomes are very strong on the published measures. 91% reached the expected standard in reading, writing and mathematics combined, compared with an England average of 62%. At the higher standard, 22% achieved greater depth in reading, writing and mathematics, compared with an England average of 8%.

Reading and mathematics scaled scores are also above typical benchmarks, with 106 in reading and 105 in maths.

On rankings, the school sits in line with the middle 35% of schools in England (25th to 60th percentile) for primary outcomes. The school is ranked 6,978th in England and 35th in Haringey for primary outcomes (FindMySchool ranking, based on official data).

What this means for parents is that the primary phase appears to be doing a very strong job on “core currency”, particularly in getting a high proportion of pupils over the expected-standard line, and sustaining a meaningful higher-standard group, which usually indicates effective teaching sequences and good early reading practice.

GCSE

At GCSE, the performance indicators look strong relative to many local comprehensives. Attainment 8 is 54.1, and Progress 8 is +0.66, which indicates pupils make well above-average progress from their starting points. EBacc entry and performance are also visible: 36.2% achieved grade 5 or above in EBacc, and the EBacc average points score is 5.19.

On rankings, the school sits above England average, placing it comfortably within the top 25% of schools in England for GCSE outcomes. Ranked 788th in England and 5th in Haringey for GCSEs (FindMySchool ranking, based on official data).

For families comparing local options, the combination of a strong Progress 8 score and a high local ranking is usually more meaningful than any single headline percentage. It suggests that, for a wide range of prior attainment, the school is adding value rather than simply recruiting high attainers.

A-level

The sixth-form outcome profile is the most mixed area. 22.96% of grades are A* to B, compared with an England average of 47.2%. A* grades are recorded as 0%, and A grades as 5.19%, compared with an England average A* to A of 23.6%.

Rankings reflect this: ranked 2,393rd in England and 9th in Haringey for A-level outcomes (FindMySchool ranking, based on official data), placing it below England average on this measure.

The implication is not that sixth form is weak in every respect, but that families should dig into the detail: the mix of academic and vocational courses, subject-level strengths, and what “success” looks like for the student in question. The inspection evidence notes that the sixth-form curriculum has been expanding to meet pupils’ needs and interests, which can be a strength for breadth and inclusion, but can also make outcomes harder to summarise with one metric.

Teaching is described in the formal evidence as clear, well-sequenced, and designed so that pupils revisit knowledge and build depth over time.

That matters because it aligns with the primary outcomes at Key Stage 2 and the strong Progress 8 score at GCSE, both of which typically correlate with tight curriculum planning and consistent classroom routines.

Early reading is positioned as a core pillar. Pupils learn to read using phonics from the start of Reception, with additional support for those who need it, and reading continues to be prioritised through primary and beyond.

For parents, this is especially relevant if a child is starting school with weaker language exposure or needs a structured approach to decoding and fluency.

At Key Stage 3, the curriculum breadth is notable for a comprehensive all-through setting: pupils study classics alongside subjects such as dance and drama in Years 7 to 9.

The benefit is twofold. First, it signals that the school is not narrowing too early. Second, it can help different kinds of learners find a subject where they can build confidence, which often feeds back into effort and behaviour in core lessons.

Because the school serves pupils to 19, “next steps” operate at two points: transition into secondary, and post-16 progression.

Internal progression and post-16

The school is built to reduce cliff-edge transitions. A child who thrives can stay through the phases, and the culture of expectations can feel continuous rather than reset every few years. The secondary admissions booklet explicitly notes that children already attending in Year 6 do not need to apply if they want to continue into Year 7, which is a practical advantage for families who value stability.

For leavers, the most recent published destination snapshot (2023 to 2024 cohort) shows 65% progressing to university, with smaller proportions into further education (3%), apprenticeships (1%), and employment (10%). This is best read as a broad picture of pathways rather than a quality badge; it can, however, reassure families that most students move into structured next steps.

Oxbridge outcomes are modest but present: in the measured period there were 3 applications, 1 offer, and 1 acceptance. For a comprehensive, community-serving school, that suggests the academic ceiling is real for the small number of students targeting the most selective routes, even if it is not a dominant pipeline.

Admissions differ by entry point, and families should treat Reception and Year 7 as separate processes with different practical implications.

Reception (primary entry)

Reception applications are coordinated by the local authority. For September 2026 entry, applications opened on 1 September 2025 and the deadline was 15 January 2026, with offers released on 16 April 2026.

The school does not publish a single guaranteed formula for “how far is enough” in the available sources used here, so families should combine local-authority guidance with realistic contingency planning.

Demand indicators show 110 applications for 30 offers for primary entry, a ratio of 3.67 applications per place. That should be read as meaningful oversubscription, not a marginal squeeze.

Year 7 (secondary entry)

Year 7 applications are also local-authority coordinated, with key dates for the September 2026 cycle including a 31 October 2025 deadline and offers on 2 March 2026.

The local-authority guidance indicates that applicants to this academy must take a test, with the school contacting families to arrange it.

Year 7 demand is similar to Reception: 501 applications for 139 offers, around 3.6 applications per place, again signalling meaningful competition.

Open events for Haringey secondaries typically run in September and October each year, and the local authority has previously listed both open mornings and an evening event for this school during that window. Families should treat that as the typical timing and confirm the current year’s dates directly.

For parents shortlisting, FindMySchool’s Map Search can help you check practical travel distance and compare it with other realistic options, rather than building a list based on reputation alone.

Sixth form entry

Sixth form admissions are usually handled directly by schools rather than through the same coordinated Year 7 process, and criteria can vary.

Because published sixth-form dates for this specific school are not consistently available in the accessible official sources used here, families should confirm application windows, entry requirements, and enrolment processes directly.

Pastoral systems appear to be closely tied to culture and expectations. A key theme in the formal evidence is that pupils feel safe and that safeguarding processes are effective; inspectors found the safeguarding arrangements to be effective.

More importantly for day-to-day experience, the same evidence points to calm classrooms and respectful conduct, which usually reduces the background stress that can build up in large secondary settings.

Personal development is described as structured rather than ad hoc. Pupils learn about relationships in age-appropriate ways, cover physical and mental health, and engage with equality and diversity themes through planned events such as anti-bullying and “proud to be me” weeks.

For many families, that balance, a firm culture alongside explicit personal-development teaching, is what makes a large school feel manageable.

Staff wellbeing also appears on the radar, including workload policies and internal recognition initiatives. While this is not directly a pupil outcome measure, stable staff teams tend to support consistent routines, which benefits pupils who need predictability.

A strength of the school’s wider offer is that enrichment is presented as normal rather than optional. Trips and visits to places of cultural significance, including museums and galleries, are explicitly referenced, and pupils take part in clubs and activities that include dance, sport, steel pans and choir.

These specifics matter because they show a blend of performance, physical activity, and cultural participation, rather than a narrow definition of enrichment.

Facilities have also been a recent focus. A refurbishment programme completed in May 2019, including a Sports Block with a sports hall, an activity studio, and multi-use games areas.

For pupils, that typically translates into more reliable timetable space for PE and activities, and better after-school capacity for clubs and fixtures.

If you are looking for school-specific signals of identity, the combination of dance provision, steel pans, and a stated emphasis on knowledge and scholarship is a meaningful clue. It points to a school aiming for a serious academic culture while still making space for expressive, communal activities that help pupils feel they belong.

This is a state school with no tuition fees.

The site is in Tottenham Hale, which usually makes it workable for families using local public transport links and walking routes for older pupils. The official inspection address references Tottenham Hale explicitly, which is useful context when considering commute patterns across Haringey and neighbouring boroughs.

Published information accessible from official sources used here does not consistently set out a single definitive start and finish time for the school day across phases. Families should confirm timings directly, especially if wraparound care is important for primary-age children.

• Sixth-form outcomes are mixed on the published metrics. The A-level grade profile sits below England averages, so families should ask detailed questions about course mix, subject-level strength, and what support looks like for students targeting top grades.

• Oversubscription is a real constraint. Reception and Year 7 both show roughly 3.6 to 3.7 applications per place in the most recent published admissions data. That makes it sensible to shortlist alternatives early, not as a fallback at the last minute.

• A structured culture will not suit every child. Calm lessons and high expectations can be a strong fit for children who like routine; children who struggle with tight boundaries may need careful transition planning and clear support.

• Entry processes vary by phase. Reception is local-authority coordinated; Year 7 is local-authority coordinated but includes an academy-arranged test process; sixth form is typically handled directly. Families need a timeline that matches the entry point.

Harris Academy Tottenham offers a consistent, structured education from Reception through sixth form, with particularly strong primary outcomes and a strong GCSE value-added profile. The most significant trade-off is that sixth-form outcomes on the published A-level metrics are less strong than the lower-school profile, so families should match the post-16 offer to the student’s aims and course choices.

Best suited to families who want an all-through setting with clear expectations, calm learning environments, and strong progress measures at GCSE, and who are prepared to engage early with admissions planning due to sustained demand.