Stanmore College is a mixed, mainstream post 16 provider in the London Borough of Harrow, offering study programmes for 16 to 18 year olds alongside a wide menu of adult and professional courses. It describes itself as an FE college established in 1987, and it is in the middle of a major redevelopment programme, including a £60 million campus investment supported by the Department for Education and Harrow Council.
Annette Cast has been Principal since 01 August 2022, and is also an ex officio governor, which signals a leadership team that is visible in day to day college life as well as governance.
For families, the headline proposition is breadth and progression: vocational pathways, T Levels with substantial industry placement requirements, resit options for key qualifications, and a college style culture that treats students as young adults.
The atmosphere described in formal external reporting is calm and orderly, with students experiencing the setting as friendly and inclusive, and building positive relationships with staff and peers. That matters in a post 16 context, where students often arrive from a wide spread of schools and starting points, and need both clarity and belonging quickly.
Stanmore positions itself as a modern further education provider with strong employer links and practical routes into work and higher study. Its public facing messaging leans into “treated like an adult” norms, including no set uniform requirement and an expectation of first name relationships between staff and students. For some students this is exactly the reset they want after GCSEs, particularly those who respond well to greater autonomy. For others, it is worth checking how structure is maintained in timetables, attendance routines, and academic support, especially if they benefit from tighter guardrails.
A distinctive feature is its fast growing creative and media footprint. Stanmore Studios is presented as a flagship facility, and the detail around what it contains is unusually specific for a college website, including virtual reality stations, a game design studio, iMac edit suites, a 360 degree green screen studio, plus dedicated sound booth and podcast spaces. For students considering creative media, games, animation, or digital production, this kind of kit can shift learning from theory to portfolio work.
This is a general further education provider, so outcomes are best understood through progression and programme completion rather than only traditional school exam measures. The latest Ofsted inspection, carried out 25 to 28 April 2023, judged the provider to be Good overall, with Good judgements for quality of education, behaviour and attitudes, personal development, leadership and management, education programmes for young people, adult learning programmes, and provision for learners with high needs; apprenticeships were graded Requires improvement.
In FindMySchool’s A level outcomes ranking, Stanmore College is placed 2,628th in England, which corresponds to below England average performance (within the bottom 40% band). This is a useful flag for families primarily focused on A levels, and it is a prompt to confirm the college’s current academic offer and the pathways most commonly chosen by students here.
England ranks and key metrics (where available)
A-Level A*-B
—
% of students achieving grades A*-B
The strongest evidence about teaching quality comes through curriculum design and sequencing. External reporting highlights that on many courses, teachers plan learning so that students build knowledge over time, for example by teaching foundational anatomy and physiology before moving into the impact of exercise and lifestyle on the body in sport, and by developing core drawing and sketching skills before later specialism in art and design. The implication is straightforward: students who want clarity, step by step skill development, and a sense of momentum through the year are likely to find a coherent structure.
Teaching expertise appears to be a further strength. The inspection evidence points to many teachers being highly qualified and experienced in their subjects, with some areas also drawing on current industry expertise, particularly in sport and beauty, which can improve credibility and workplace relevance.
A realistic balance is needed. External reporting also highlights inconsistency in assessment and feedback in some areas, and variable employer involvement across curriculum areas. For applicants, that makes open events and course specific conversations important. The right question is not “is teaching good”, but “is teaching good on the pathway my child is choosing, and how is progress checked and supported”.
Stanmore serves a large post 16 cohort, and the published destination picture for the 2023/24 leavers cohort suggests mixed progression routes: 20% to university, 18% to further education, 2% to apprenticeships, and 24% to employment. (Percentages do not need to sum to 100%.) This profile can suit students who want to keep options open, including those aiming for higher education alongside those preferring employment aligned to a vocational course.
For university applicants, the college publishes a UCAS process guide for 2026 entry. The college’s internal UCAS application deadline is Sunday 16 November 2025, with the UCAS equal consideration date shown as 14 January 2026, and a separate deadline of 15 October 2025 for Oxford, Cambridge, medicine, dentistry, and veterinary courses. This is helpful because it signals a structured approach to the UCAS cycle and gives students clear milestones.
Admission is primarily course led rather than catchment led. Applications are made directly to the college, and the website is explicit that applying for a course does not guarantee a place. For 16 to 18 routes, offers are typically conditional on GCSE results, and applicants are expected to bring evidence of results at enrolment so that programmes can be confirmed or adjusted if grades shift course choices.
Enrolment is described as an in person process at the Stanmore campus, with main enrolment taking place in late August ahead of the academic year start, and applicants receiving invitations with dates and times. In practice, this means families should treat enrolment as a key operational step, not an administrative afterthought, especially for popular vocational programmes.
Open events are a useful way to test fit at course level. The college lists an Open Event on 28 January 2026 from 16:00, with booking indicated. Families should use open events to ask targeted questions: entry requirements for the specific course, expected weekly hours, work placement arrangements (particularly for T Levels), and what support looks like if English or maths resits are required.
Support is framed around a Student Services model, including safeguarding, mental health support, bursary guidance, enrichment, and careers advice, with named roles such as student adviser or designated teacher, progress coaches, study coaches, and learning resource advisers. For many students, progress coaching is one of the most practical post 16 interventions, because it creates routine check ins and accountability without reverting to school style monitoring.
The college also presents a visible safeguarding team structure, listing strategic and designated safeguarding roles and officers. The inspection evidence supports this overall safeguarding picture, confirming that safeguarding arrangements are effective.
Students with additional needs are explicitly referenced in public information, including support for specific learning difficulties, sensory impairments, physical disabilities, and tailored assistance for those with an Education, Health and Care Plan. For families where SEND support is a deciding factor, the practical question is how support is delivered in lessons and in assessment, and how assistive adjustments are agreed and reviewed.
Post 16 enrichment matters most when it builds confidence, adds work ready skills, and creates a social anchor, particularly for students who arrive without an established peer group. Stanmore describes enrichment as a core part of the 16 to 18 experience, linked to induction and an annual Freshers’ Fair where students can meet staff, join clubs, and find support.
The menu of activities is unusually specific. The college lists basketball, badminton, table tennis, football, PS5 gaming, board games, gym sessions (including mixed sessions and female only sessions), a games club, and boxing. It also highlights film, online games, coding, and anime clubs as accessible entry points for students who are more likely to join through shared interests than through traditional sports. The implication is positive: students who might not see themselves as “club joiners” in school often find it easier to participate when clubs are identity based and low barrier.
Student voice is also structured through a Student Union run by students, and the college references membership of the National Union of Students with access to Totum card discounts. For applicants, this is a proxy for whether students have platforms to raise issues and shape the day to day experience.
The college operates from Elm Park in Stanmore, with the main entrance via Old Church Lane, and notes that parking is available in nearby side streets. For visitors, it is also useful to know that on site parking is not available during weekdays, with limited provision for blue badge holders connected to venue hire.
Term dates for the 2025/26 academic year are published, with autumn term starting on Monday 01 September 2025 and spring term starting on Monday 05 January 2026. Daily start and finish times vary by course and timetable, so families should confirm this for the chosen programme at interview or enrolment.
For 16 to 18 students, the college notes that tuition fees are typically not charged, and also states that students may still face course related costs such as meals and travel, with discretionary bursary support available for eligible learners.
Apprenticeship quality. Apprenticeships were graded Requires improvement at the 2023 inspection. If an apprenticeship route is your priority, ask what has changed since then, and how functional skills support is structured alongside work demands.
Attendance expectations. External reporting highlights that attendance and punctuality are not consistently high for all learners, and that lateness can disrupt learning. Families should discuss how attendance is monitored and how progress coaches intervene early.
Campus redevelopment. The college is undertaking a significant redevelopment programme. This can be a long term positive, but it can also change rooming, access routes, and space availability during the build period.
Course led entry. Applying does not guarantee a place, and many offers are conditional on GCSE results. Students should have a realistic Plan B of alternative courses that still fit their long term aims.
Stanmore College suits students who want a post 16 environment with adult norms, practical learning routes, and a wide choice of vocational and technical pathways. The Good Ofsted outcome across most provision provides reassurance, and specialist facilities such as Stanmore Studios add genuine value for creative and digital learners. It is best suited to students who will use the independence well, engage consistently with attendance expectations, and choose courses for which the college’s strengths and employer links are a clear match.
Stanmore College was judged Good overall at its most recent Ofsted inspection (25 to 28 April 2023), with Good judgements across education programmes for young people, adult learning, and provision for learners with high needs; apprenticeships were graded Requires improvement. For most students, the best indicator is whether the specific course team, timetable structure, and progression support align with their goals.
Applications are made directly to the college. Applying for a course does not guarantee a place, and many offers are conditional on GCSE results, with enrolment typically taking place in late August before the academic year starts.
For students aged 16 to 18, the college states that you typically will not pay tuition, registration, or exam fees for your course, although there may be other course related costs such as meals and travel. For adult learners, fees vary by course and personal circumstances, and a fee assessment is completed at enrolment.
The college publishes a UCAS process document for 2026 entry showing a college deadline of Sunday 16 November 2025 for UCAS applications, and an equal consideration date of 14 January 2026. It also references the earlier 15 October 2025 deadline for Oxford, Cambridge, medicine, dentistry, and veterinary courses.
Enrichment activities listed include basketball, badminton, table tennis, football, PS5 gaming, board games, gym sessions (including mixed and female only sessions), games club, and boxing. The college also highlights clubs such as film, online games, coding, and anime, plus a Student Union run by students.
Get in touch with the school directly
Disclaimer
Information on this page is compiled, analysed, and processed from publicly available sources including the Department for Education (DfE), Ofsted, the Independent Schools Inspectorate (ISI), the Universities of Oxford and Cambridge, Freedom of Information (FOI) requests, and official school websites.
Our rankings, metrics, and assessments are derived from this data using our own methodologies and represent our independent analysis rather than official standings.
While we strive for accuracy, we cannot guarantee that all information is current, complete, or error-free. Data may change without notice, and schools and/or local authorities should be contacted directly to verify any details before making decisions.
FindMySchool does not endorse any particular school, and rankings reflect specific metrics rather than overall quality.
To the fullest extent permitted by law, we accept no liability for any loss or damage arising from reliance on information provided. If you believe any information is inaccurate, please contact us.
