Harris Clapham Sixth Form Review 2026: A purpose-built, character-led 16 to 19 provider in Clapham

This is a standalone 16 to 19 free school serving Clapham and the surrounding boroughs, with a clear emphasis on character development alongside Level 3 study programmes. It opened in September 2021 and, at the time of its first full inspection, enrolled 384 students (224 in Year 12 and 160 in Year 13).

The 26 November 2024 Ofsted inspection rated the sixth form Outstanding across all graded areas, including quality of education and personal development.

Academic pathways are mixed. Approximately three quarters of students study A levels; a smaller group combine A levels with vocational courses; others follow a fully vocational route through Level 3 technical qualifications, with applied science, media studies, information and communication technology, and sport among the largest vocational subjects.

A sixth form only setting has a different feel from a school with younger year groups, and the culture here appears built around that transition into adulthood. The language of “Clapham character” is central; courage, commitment, and confidence are treated as practical expectations rather than posters. Timetabled activities support that framing, with options such as photography, mindfulness, and team sports used to help students develop routines, stay healthy, and take on new challenges.

Leadership is clearly defined. The current principal is Sarah Heuston.

The wider Harris Federation infrastructure matters in day-to-day delivery, particularly for quality assurance and subject support.

The building itself is part of the proposition. Planning documentation and early official material confirm it was designed as a dedicated post-16 site, rather than a retrofitted block.

Harris Federation communications also highlight subject-specific accommodation, including a floor dedicated to science teaching, plus an external learning space and a ground-floor amphitheatre-style seating area.

For a sixth form, parents and students usually want two things at once: clarity on published outcomes and a sense of how those outcomes compare in context.

A-level outcomes (FindMySchool ranking and grades)

Ranked 2,149th in England and 13th in Lambeth for A-level outcomes (FindMySchool ranking, based on official data), performance sits below England average overall, placing it in the lower band when set against other sixth forms nationally.

The grade profile shows:

• A*: 1.26%

• A: 7.83%

• B: 21.72%

• A* to B combined: 30.81%

Put another way, A*/A totals 9.09%, compared with an England average of 23.6% for A*/A, while A* to B is 30.81%, compared with an England average of 47.2% for A* to B.

This gap does not automatically mean weak teaching. A newer sixth form can have variable early cohorts, and the intake is drawn from multiple secondary schools. What it does mean is that families should treat the published grade distribution as a key discussion point during open events and guidance meetings. The most constructive question is not “is it good?”, but “what is being done, subject by subject, to move outcomes upward from this starting point?”

Curriculum mix and study programme design

The offer is deliberately broad. At the time of inspection, the largest A-level subjects included mathematics, psychology, sociology, economics and biology, while technical pathways included applied science, media studies, information and communication technology and sport.

That mix tends to suit students who want an academic route but appreciate applied alternatives without leaving the same community.

The strongest evidence here is about how learning is structured. Teaching is described as clear and systematic, with regular assessment used to identify gaps, reteach, and test again. Examples cited include end-of-topic testing in A-level economics and targeted practice tasks in A-level mathematics, with teachers checking work and ensuring students correct misconceptions promptly.

Students also appear to receive explicit support in making the jump from GCSE to Level 3 study. Staff guidance includes study skills and wider reading, and the overall expectation is that students become increasingly independent and academically motivated over time.

Support for students with special educational needs and disabilities is reported as purposeful, with staff using accurate information about individual needs and ensuring teachers receive relevant training.

For families, the practical implication is that students who need targeted support should be able to access it without being diverted away from ambitious programmes, assuming the chosen courses match prior attainment and learning profile.

Where Students Go Next

Sixth forms should be judged by destinations as well as grades, especially where the intake is mixed and the provider is relatively new.

Progression after sixth form (most recent cohort data provided)

For the 2023/24 leavers cohort (94 students), the dataset indicates:

• 66% progressed to university

• 1% progressed to further education

• 1% started apprenticeships

• 19% entered employment

These figures suggest a predominantly higher education route, with a notable minority moving straight into work.

Oxbridge context

In the measurement period captured, two students applied to Oxford or Cambridge and one secured a place. This is a small volume, but it signals that high-tariff applications are being actively supported for at least some students, rather than avoided as “not for us”.

Careers education and application support

Careers guidance appears organised and intentional. UCAS personal statement workshops and talks about degree apprenticeships are specifically referenced, alongside access to independent careers advisers.

For students who are undecided, this matters as much as headline university percentages. A sixth form that can help students understand the difference between degree routes, degree apprenticeships, and direct employment, then support an application plan, is often a better fit than a more selective provider that assumes families will fill the gaps privately.

This is a sixth form only provider, so admissions work differently from Year 7 entry in Lambeth. The sixth form draws students from a wide range of secondary schools and explicitly positions itself as a standalone community rather than an internal progression route from one named feeder school.

What is well evidenced is the guidance process once students start. Leaders provide structured advice at the beginning of programmes to ensure students take appropriately challenging courses that align with their goals and next steps.

That suggests the most important “admissions” moment is course choice, not simply securing a place.

However, specific published deadlines for the September 2026 intake could not be verified from accessible official pages at the time of research. Families should therefore treat any informal deadline references elsewhere with caution and confirm timings directly with the sixth form via its official enquiry routes.

Parents comparing options can use FindMySchool’s Saved Schools feature to shortlist multiple sixth forms, then track which providers have the clearest published entry requirements and guidance structure.

Pastoral support appears designed around sixth form realities: pressure, independence, and the need for adult-like routines without assuming adult-like life experience. Student behaviour is described as calm and highly purposeful, with a consistent culture of respect and clear systems.

That matters because, in a post-16 environment, the primary barrier to progress is often not ability, but attendance, organisation, and consistent study habits.

Safeguarding arrangements were found to be effective in the same inspection.

Students who want structured expectations tend to do well in this type of environment. Students who dislike tight routines may need to understand the behavioural and attendance expectations early, so they can make a deliberate decision rather than an optimistic guess.

This sixth form’s enrichment offer is not presented as a bolt-on; it is integrated into the weekly timetable and linked directly to the character framework. Timetabled activities include photography, mindfulness, and team sports, which provide both wellbeing support and skill development that can be evidenced in portfolios, interviews, and personal statements.

There is also clear evidence of structured student leadership. A student parliament provides leadership experience, and students are involved in organising charity and celebration events, building confidence and communication skills across different groups.

For students who have not previously held formal roles, this can be a practical route into leadership without the barrier of having to be “already confident” to participate.

Academic enrichment is also used to broaden students beyond their subject combination. Examples include mathematics and science students choosing story writing, and economics students choosing an art course.

That breadth is valuable for competitive applications, particularly where a student’s programme might otherwise look narrow.

This is a state-funded sixth form with no tuition fees. Families should still expect the usual sixth form costs such as transport, stationery, and potentially course-related materials, depending on subject choices.

Specific published start and finish times, independent study expectations outside taught hours, and any supervised study timetable could not be verified from accessible official pages during research. Students should clarify these details during admissions guidance, since the weekly structure is a key determinant of success in post-16 study.

• Outcomes are currently below England averages. The A*/A and A* to B proportions sit behind England benchmarks. Students aiming for highly competitive courses should ask for subject-level improvement evidence and support structures.

• A newer provider still building track record. The sixth form opened in September 2021, and while the inspection outcome is excellent, longer trend data will take time to accumulate.

• Rules and routines are part of the model. The culture is described as calm and highly structured, and a minority of students can find rules strict. This suits students who want clear expectations, but it may frustrate those seeking a looser college style.

• Admissions dates for 2026 entry are not consistently publishable from accessible sources. Families should not rely on informal deadline references and should verify deadlines directly via official routes.

Harris Clapham Sixth Form combines a clearly structured culture with a broad Level 3 offer, including both A levels and technical routes, in a building designed specifically for post-16 study. The Outstanding inspection outcome provides strong reassurance on quality, behaviour, and personal development, while published grade distributions show there is still work to do to lift outcomes closer to England averages.

It suits students who want clear routines, direct teaching, and a strong guidance framework for university, apprenticeships, or employment, particularly those who benefit from a character-led approach. The key decision point is whether the specific subjects a student wants are delivering the outcomes and progression they need.