Heartlands High School Review 2026: Structured, community-focused secondary in Wood Green

Heartlands High School is a large, mixed 11–16 academy in Wood Green, with a clear emphasis on routines, a calm learning culture, and strong pastoral systems. The school opened as a new school in September 2010 and converted to academy status in May 2013, which matters because much of its identity has been built in the modern accountability era rather than inherited over decades.

Leadership is organised around a trust model, with Ms Elen Roberts as Executive Headteacher and Mr Huw Levis as Head of School. For families, the practical takeaway is that day-to-day school experience is anchored by consistent systems, while strategic direction sits within SEARCH Education Trust.

Heartlands presents itself as a school that values clarity. Expectations for behaviour are explicit, and students are expected to be ready for learning quickly at the start of lessons. This is not simply a policy statement, it is reinforced through consistent classroom routines that help students settle and focus, with disruption described as uncommon.

Pastoral care is also a defining feature. The school frames wellbeing support as a normal part of school life rather than an add-on, including a partnership with Place2Be to help students explore emotions and access in-school support. The wider picture is a school trying to combine high academic expectations with a strong safety net for students who need targeted help.

Community identity is reinforced through the house system and internal competitions. Houses include Aquila, Cygnus, Lacerta, Pegasus, and Scorpiuz, with inter-house activities and an ongoing “merit race” used to build belonging and positive habits.

On GCSE outcomes, Heartlands sits in a solid national position rather than an extreme outlier. Ranked 1356th in England and 7th in Haringey for GCSE outcomes (FindMySchool ranking based on official data), it performs in line with the middle 35% of secondary schools in England (25th to 60th percentile).

The headline attainment measure is an Attainment 8 score of 49.9, supported by a Progress 8 score of +0.37, which indicates that students make above-average progress from their starting points.

EBacc performance is more mixed. The school’s average EBacc APS score is 4.52, compared with an England average of 4.08, while 21.8% of pupils achieve grades 5+ in the EBacc measure provided.

These figures suggest a school that is particularly effective at adding value over time, with outcomes shaped by strong routines and teaching consistency, even if EBacc grade outcomes do not define the school’s profile in the same way they do for more strongly EBacc-driven settings.

Curriculum and teaching are presented as deliberately structured. Since the previous inspection cycle, the curriculum has been revisited to ensure it is sequenced, broad, and ambitious, with a consistent teaching approach developed collaboratively across staff. In practice, that shows up through well-established routines and frequent opportunities for students to revisit and build on prior learning, which helps knowledge stick over time.

Support for literacy is specific rather than generic. Weaker readers are identified using standardised assessments and placed into targeted interventions, with progress monitored so that support adjusts if it is not working quickly enough. Reading adaptations are also made for students with SEND so they can access the wider curriculum.

A fair summary is that Heartlands is aiming for consistency at scale, with teaching designed to be predictable in the best sense. The main development area flagged in official review is ensuring students have sufficient time to practise and consolidate learning before moving on in some subjects.

As an 11–16 school, the key transition point is post-16. The school explicitly guides students towards a range of routes, including sixth form or college-based full-time study, apprenticeships, and combined part-time training with work.

Careers support is framed as ongoing rather than a Year 11-only intervention. The school describes guidance meetings involving tutors and Connexions staff across Key Stage 3 to help students identify strengths and plan pathways. That early framing matters for families because it suggests post-16 decision-making is not left to the final months of Year 11.

Broader horizon-building also plays a role. The school organises university visits and runs the Duke of Edinburgh’s Award, which can be a useful confidence-builder for students who benefit from structured challenge outside classroom assessment.

Year 7 entry is coordinated through the local authority’s secondary transfer process, rather than direct application to the school. For September 2026 entry (children born 1 September 2014 to 31 August 2015), Haringey’s published timeline is clear: applications open 1 September 2025, the deadline is 31 October 2025, offers are released on 2 March 2026, and the acceptance deadline is 16 March 2026.

The school’s published admission number (PAN) for Year 7 is 210. If applications exceed places, priority is set by oversubscription criteria. In summary, priority goes first to looked after and previously looked after children, then to children with exceptional social or medical need, then to siblings, followed by other applicants. Where a tie-break is needed within a category, distance is used, measured by the local authority’s mapping system.

For parents trying to judge the realism of admission, this is where careful preparation helps. Use the FindMySchoolMap Search to sense-check your likely distance position for a school that uses proximity as the final tie-break, then confirm annually published guidance through the local authority, as patterns can shift year to year.

For visiting, the school indicates that open evenings and mornings typically run in late September or early October, with dates announced nearer the time.

Pastoral support is one of the school’s clearer strengths. The school describes an experienced pastoral team that provides targeted support to students and families, including partnership work with external agencies where needed.

On mental health support, the Place2Be partnership is a concrete indicator. Students can access a dedicated space in school for emotional support through conversation and creative expression, which can be especially important in a high-density urban secondary where students’ needs are varied and sometimes complex.

Behaviour systems are designed to be corrective rather than purely punitive. When students struggle, staff intervention is framed around helping them get back on track and make positive choices about learning and conduct. This approach tends to suit students who respond well to clear boundaries paired with reliable adult support.

Heartlands runs enrichment as a routine part of school life, with a published programme that includes before-school, lunchtime, and after-school options. The timetable itself is usefully specific, and it shows a mix of academic extension, creative work, and sport.

On the academic and skills side, examples include Robotics and Coding, Dissection Club, Maths Challenge Club, and a Sparx Club support slot. The implication for families is that students who like structured stretch can find it without needing to source everything externally.

Creative and performance options include Musical Theatre, Drama Club, Contemporary Dance, Street Dance, Rock and Pop Band, and a Songwriting Collective, alongside bookable music practice rooms. For students who build confidence through performance, this matters, because it creates legitimate pathways for commitment that are not limited to sport.

Sport provision is also visible and varied, with clubs such as basketball, badminton, football (including year-group sessions), netball, running, trampolining, and pickleball appearing in the published timetable. Facilities available for school and community use include an AstroTurf or MUGA football pitch, sports hall, drama or dance studio, and a full auditorium, which helps explain how the school sustains activity at scale.

The school day runs 08:30 to 15:00, with gates open from 08:25, and enrichment typically operates after school. Reception opening hours are published as 08:00 to 16:00 for general enquiries and administration.

For travel planning, the school’s own guidance lists the W3 bus route, with Wood Green as the nearest tube station and Alexandra Palace as the nearest rail station. For families managing independent travel, those anchors are helpful, but it is still worth doing a timed dry run at the start of Year 7 to confirm realistic door-to-door timing at peak hours.

• No sixth form. As an 11–16 school, every student transitions to a new setting for post-16. Families should consider how well their child handles change, and how they want to approach sixth form and college choices.

• Attendance remains a focus area. Official review notes improvement work in this area, but also that it is not yet where leaders want it to be. For parents, the practical point is to ask how attendance is supported, especially if your child has health, anxiety, or SEND-related needs.

• Engagement is not uniform for every student. The same review highlights that some students feel less invested than peers and therefore do not take up wider opportunities. If your child is hesitant socially or needs encouragement to join in, it is worth exploring how tutors and pastoral staff prompt participation.

• Open day dates can be announced later than families would like. The school signals late September or early October as the typical window, with dates released nearer the time, so diarise the period rather than waiting for a single date.

Heartlands High School suits families who want a structured, consistent secondary with clear expectations, strong routines, and visible investment in wellbeing support. Academic outcomes indicate above-average progress, which often matters more than raw attainment for students who benefit from predictable teaching and reliable intervention. Admission is competitive in many London borough contexts, so families who are serious about this option should treat the Year 6 timeline as fixed and plan school visits early.