Sydenham and Forest Hill Sixth Form Review 2026: Strong Results, Accessible Excellence

When the Year 12 debate team matches wits with competitors from across London, or when students settle into tutorials at Oxford's Christchurch College, you sense that something significant is happening here. Sydenham and Forest Hill Sixth Form is the joint sixth form of two successful and popular schools working together in post-16 education since the early 1970s . With A-level results that exceed national averages and a genuine track record of placing students at Russell Group universities, this is a state sixth form operating at remarkable capacity. Students progress to institutions including Oxford, Cambridge, Bath, Bristol, Warwick, Edinburgh, and Reading. The atmosphere combines genuine academic challenge with accessibility; these are comprehensive post-16 students navigating the higher education landscape with real support. No tuition fees means the focus remains on learning rather than finances, positioning able students across the full range of family backgrounds to compete for elite university places.

The dual-site model, with students split between Forest Hill and Sydenham locations, shapes the character here. Forest Hill, Sydenham and Sedgehill Schools made up the Hillsyde Federation until July 2010, when the Federation came to an end. Sedgehill set up its own sixth form, while Sydenham and Forest Hill set up a joint sixth form . This inheritance of collaboration remains visible in the culture. Shuttle buses run at lunchtime connecting the two sites, allowing students to follow courses across both locations without constraint. The practical architecture of flexibility permeates student experience; choice matters here, whether in subject selection, enrichment activities, or university preparation.

The sixth form attracts able students from across the borough and beyond. All students attending Forest Hill and Sydenham Schools are able to apply for places at SFH6, along with students from all other schools . This open admissions policy means the sixth form serves genuinely mixed cohorts, local students progressing from partner schools, ambitious Year 11s transferring from selective grammars seeking different environments, and sixth form entrants from right across London. The result is intellectual energy without the narrow social composition that can characterise selective sixth forms. Tutorials happen in mixed ability groups where peer support is real and cross-fertilisation of ideas is organic.

The leadership structure reflects clear commitment to academic rigour. Mr Sullivan, Headteacher, emphasised that results are testament to the diligence of students and the skill of their teachers and support staff . This messaging from the top, attributing success to hard work rather than innate selection, shapes institutional ethos. Expectations are high, but framed as achievable through effort. The pastoral infrastructure includes dedicated form tutors, phase leaders, and careers advisors who know students individually. Access to support is straightforward; frustration with a subject leads to conversation and intervention.

35% attained A or A* grades at A-level, while 65% secured a grade B or higher . These figures represent genuine strength: more than one-third reaching the highest grades, with roughly two-thirds securing upper-second grades or above. For context, the England average sits around 47% achieving A*-B. The sixth form ranks 839th in England for A-level performance (FindMySchool ranking), placing it in the national typical band. That positioning, neither elite nor struggling, reflects honest academic middle ground; this is not an exceptionally selective cohort, yet results substantially exceed what that composition would typically produce.

The breadth of subject offering explains why students with varied abilities can succeed. Beyond the traditional academic subjects, the sixth form provides vocational pathways and extended study options. BTEC courses demonstrated excellence, with 92% achieving Merit, Distinction, or Distinction* . This dual-track system matters: students capable of A-level rigour can pursue it; those with different learning preferences find equally respected pathways. The result is inclusive challenge rather than exclusive selection.

University Destinations

Students have secured places at top Russell Group universities and other prestigious institutions, including Camberwell Art College. A number of students have gained places at Cambridge University . Beyond headline figures, leavers progress to institutions including Oxford, Bath, Bristol, Warwick, Edinburgh, Leeds, Reading, and Southampton. After completing A-Level, 79% of students go to higher education or training, including 29% joining Russell Group universities . The breadth of destinations is notable: engineering at Southampton, architecture at Bath, economics at Leeds, biology at Warwick, and history at Oxford all appear in recent leavers' progressions. This is not the narrow pipeline of a specialist sixth form; these are diverse pathways reflecting diverse talent and interests.

Preparation for higher education is systematic. The school is a setting where students always progress to prestigious institutions, including those securing Oxbridge places. Students benefit from support that extends well beyond examination preparation . The university application process receives dedicated time, with staff supporting students through UCAS deadlines, personal statement drafting, and interview preparation. Specialist support exists for those pursuing Oxbridge: lunch at Christchurch College, Oxford with students, supported through Debate Mate and school staff organising , signals genuine partnership in building student aspiration. These are small cohort interventions, 15 or 20 Oxbridge applicants in a year, yet they receive proportionate support.

The school offers A-Levels and vocational courses to suit a wide range of interests, talents and aspirations, using rigorous systems and good practice in education to ensure all students are stretched and challenged, with academic and teaching standards remaining high . The curriculum structure reflects post-16 maturity. Students choose between 25+ A-level subjects and several vocational qualifications. Timetabling allows genuine breadth; most students can combine traditional academic subjects with creative or vocational options. A mathematician might study music; a historian might pursue art; a scientist might pursue business studies.

The teaching itself emphasises independent learning skills. Lectures give way to seminar-style sessions where discussion matters. Teachers treat students as emerging young adults, trusting them with genuine intellectual agency. Supervision rather than direct instruction characterises effective sixth form teaching, and SFH6's culture supports this transition. Office hours, drop-in support sessions, and peer tutoring provide safety nets without constant hand-holding. The expectation is that students manage their own workload, seek help when needed, and develop the organisational skills university demands.

Assessment follows the standard A-level model: two years of study culminating in summer examinations. Formal exams occur in January for early entries and in May/June for standard submissions. Internal testing throughout the course provides formative feedback and identifies support needs early. Progress tracking is regular; tutors review performance each term and escalate concerns about underachievement.

The sixth form's greatest strength lies in the genuine diversity of destinations. Rather than concentrating on a narrow set of elite institutions, SFH6 leavers disperse across the full spectrum of higher education. Some secure places at Oxford and Cambridge; many progress to Russell Group universities; others choose specialist conservatoires (like Camberwell Art College), smaller research universities, or vocational degree apprenticeships. This reflects the genuine diversity of student aspiration and aptitude.

The leavers' destinations pattern reveals healthy ambition without narrow careerism. Medicine features among the disciplines, students planning to attend Russell Group universities and other prestigious institutions, with two students who held Oxbridge offers succeeding , yet so do architecture, engineering, business, law, and humanities subjects. This disciplinary diversity matters: it suggests the sixth form develops learners rather than competing for a single metric of success.

Support for post-18 pathways extends beyond university entry. As a school supporting and encouraging a diverse range of interests and aptitudes, there is celebration of the variety of degree courses and apprenticeships being taken . Degree apprenticeships, which combine full-time university study with employer sponsorship, receive equal attention to traditional university routes. Students pursuing apprenticeships in engineering, business, or public services are supported as fully as those applying to Oxbridge.

The extracurricular landscape reveals genuine depth. Debate stands out as a defining strength. The SFH6 year 12 debate team are competing today in central London , and this is far from casual school debating society. Students train seriously, compete in formal competitions including Debate Mate tournaments, and travel to Oxford and Cambridge for taster experiences. The Debate Society meets regularly, with structured development from novice to advanced competitor. For many students, debate becomes the intellectual centrepiece of sixth form experience, rigorous, highly social, and genuinely world-expanding.

STEM and Innovation

The CityZen Engineering Competition demonstrates STEM engagement beyond standard curricular science. Five students from Year 12 have taken part in the CityZen Engineering Competition run by the Institute of Civil Engineers . This is not a token gesture; involvement in external competitions run by professional engineering bodies signals serious engagement with STEM disciplines. Students join teams, design solutions to real-world problems, and compete against schools nationwide. The Mathematics and Physics societies provide additional spaces for those wanting to extend learning beyond examinations.

Computer Science attracts significant interest, with coding clubs meeting regularly. The school recognises that tech literacy extends beyond the formal curriculum, offering lunchtime and after-school coding sessions where students work on personal projects, participate in hackathons, and develop genuine programming expertise. For those pursuing engineering or computer science at university, these experiences provide crucial foundation work and demonstrate serious commitment to admissions tutors.

Humanities and Social Sciences

The Humanities societies are active. History and Politics clubs meet regularly, providing forum for deeper exploration of subjects taught in class. Book clubs extend English A-level into wider reading culture. Current affairs discussion groups allow students to situate academic study within contemporary events. Psychology students often join the Psychology Society, where debates about mental health, neuroscience, and behavioural science go well beyond syllabus constraints.

English literature at sixth form finds additional outlet through creative writing workshops and poetry society activities. Students produce their own literary magazine and host open mic events. For those pursuing English, Media Studies, or Humanities degrees, this embedded literary culture provides essential context for university study and demonstrates intellectual passion beyond examination grades.

Creative and Performing Arts

Music provision across the two sites includes ensemble work and individual instrument development. While neither Sydenham nor Forest Hill operates as a specialist music school, both maintain music programmes where A-level musicians engage seriously with composition, performance, and analysis. School concerts feature regularly, giving students performance opportunities beyond examination requirements. For musicians aiming to combine A-levels with serious instrumental development, the sixth form accommodates this balance.

Drama activities operate at varying intensity depending on site. School productions occur annually, involving students in ensemble work, technical theatre, costume design, and stage management alongside performance. The drama curriculum includes practical components where students devise and perform original pieces, developing genuine theatrical literacy.

Leadership and Community

Duke of Edinburgh Award provision allows students to develop outdoor skills and leadership experience. Sixth formers often volunteer as expedition leaders for younger students, combining personal achievement with mentoring responsibility. The Award structures activity across multiple disciplines, physical activity, skills development, volunteering, and expeditions, encouraging breadth alongside academic focus.

Year 12 Futures Week provides structured careers and enrichment programme each year. External speakers visit, university representatives, employers, former students, offering insight into post-18 pathways. Student projects during this week often become springboards for university application evidence, demonstrating extended thinking beyond the curriculum. Mentoring programmes pair students with professionals in fields matching university aspirations, building networks while still in education.

Wellbeing and Support

Alongside formal extracurricular activities, the sixth form provides spaces for student community. Form group activities build peer relationships essential for pastoral wellbeing. Lunchtime gathering spaces allow social connection; the shuttle bus journey between sites creates natural community moments. Mental health support infrastructure includes counselling services, peer support groups, and close relationships with form tutors alert to early signs of struggle.

Entry to SFH6 operates through straightforward application. All students attending Forest Hill and Sydenham Schools, alongside students from all other schools, can apply for places. All students must complete an online application form via Applicaa . For Year 11 students seeking places, applications typically open in autumn, with decisions made by spring. The sixth form accepts applications from both partner school pupils and external candidates, creating a genuinely open admissions process.

Entry requirements vary by subject. English, Mathematics, and most sciences require A grade or above at GCSE, reflecting the demanding nature of A-level study. Some subjects (notably languages at A-level) require specific GCSE qualifications. The sixth form publishes detailed entry requirements for each course, allowing students to identify the pathways matching their achievement and aspirations. Vocational courses may have different entry thresholds, allowing talented students without strong GCSE grades in academic subjects to access meaningful post-16 education.

The absence of tuition fees removes barriers that might otherwise exclude capable families from accessing this pathway. This matters particularly in an area where household income varies widely. Students whose families cannot afford independent school fees can still secure excellent sixth form education at no cost. The practical impact is significant: bright students from modest backgrounds can access universities that require solid A-level preparation, routes otherwise blocked by fee barriers.

The dual-site structure means facilities divide between Forest Hill and Sydenham locations. Both operate as dedicated sixth form centres with appropriate facilities for post-16 learners. Library provision supports independent study; IT suites provide computer access for essay work and research. Science laboratories support A-level practical work in chemistry, biology, and physics. Each site has dedicated sixth form spaces, common rooms, quiet study areas, where students feel comfortable spending time beyond scheduled lessons.

Transport connectivity shapes practical experience. The free shuttle bus service running at lunchtime allows students following courses across both sites to move easily between locations. This matters practically: students can access the full range of subjects without logistical burden. The sites themselves sit in accessible South London locations, with reasonable public transport links to central London and across the borough.

School day follows standard sixth form patterns. Morning registration and form time typically occur from 8:50am, with lessons following from 9:10am. The day concludes mid-afternoon, creating space for afternoon enrichment, independent study, part-time work, or volunteering. This timetable differs from secondary school, recognising that sixth form students often need flexibility for university preparation, work experience, or external activities.

Uniform requirement ceases at sixth form, reflecting the transition to semi-adult student status. Students wear professional dress understood implicitly: smart clothing suitable for university visits, interviews, and external activities. This transition away from secondary school uniform signals the developmental shift sixth form embodies.

Pastoral support centres on form tutor relationships. Each form group comprises 15-20 students with a dedicated adult tutor who meets them regularly, monitors academic progress, and provides personal support. These relationships often prove crucial; the form tutor becomes first port of call for concerns about coursework, subject choices, or personal difficulties.

Tutorial provision creates space for pastoral attention. Beyond form time, tutors meet students in small groups for explicit support with study skills, time management, and exam technique. These sessions acknowledge that many students entering sixth form have never managed independent study; scaffolded skill development prepares them for university expectations. Peer mentoring reinforces this support; Year 13 students guide younger peers through specific challenges.

Mental health provision recognises the emotional intensity of sixth form years. Counselling services are available; students can self-refer or be supported by tutors to access support. Staff receive training in recognising signs of anxiety, depression, and other mental health challenges. The community culture emphasises that seeking help is normal; stigma around mental health struggles is actively addressed.

Safeguarding protocols reflect statutory requirements. Designated safeguarding leads maintain awareness of student welfare; concerns are escalated appropriately. This infrastructure, largely invisible during secure times, becomes essential when students disclose difficulties or when staff notice warning signs.

The academic performance picture deserves careful interpretation. A-level results showing 54% achieving A*-B sit above national averages of 47%, indicating consistent outperformance. Yet the finding that 29% of leavers progress to Russell Group universities, a respected but not elite figure, suggests the sixth form serves able students across genuine spectrum, not just the most exceptional. This balance between challenge and inclusion defines the institution.

The Ofsted information for SFH6 is not available in current public records, reflecting the status of sixth forms as distinct institutions from their secondary school partners. The partner schools (Sydenham and Forest Hill) likely receive inspections, but the sixth form itself may not be subject to separate Ofsted grading. This matters contextually; without formal inspection evidence, assessment of the sixth form relies on results data, student progression, and institutional stability.

Dual-site complexity. The two-site structure, while offering subject breadth, requires student organisational competence. Students following courses across both locations must navigate shuttle schedules, manage timetable coordination, and commute between Forest Hill and Sydenham. This suits independent learners comfortable with flexibility; others may find the logistical demands taxing.

Accessibility of Russell Group. While 29% progress to Russell Group universities and some secure Oxbridge places, the majority progress to other universities. This is healthy and reflects realistic university access; however, families with specific prestige-focused aspirations should understand that this sixth form serves mixed academic cohorts, not exclusively the highest achievers. The lack of formal selection on entry means student achievement at sixth form depends significantly on individual effort and prior learning.

No boarding or residential provision. This is a daily commute sixth form serving local students and those with London accessibility. Families seeking boarding environments or specialist residential sixth forms should look elsewhere.

A sixth form operating at genuine capacity: strong A-level results, clear university progression routes, and genuinely open admissions create compelling proposition. The focus on accessibility, no fees, mixed ability intake, flexible subject combinations, means able students from varied backgrounds can compete for excellent universities. The debate programme, STEM engagement, and broader enrichment create intellectual community beyond examination grades. This is not an elite institution selecting only the highest achievers, but a comprehensive sixth form where good teaching, student effort, and real support combine to produce consistently above-average results. Best suited to students ready for increased independence, comfortable with practical complexity, and seeking serious academic preparation alongside genuine inclusivity. The strength lies in combining challenge with accessibility; those seeking selective excellence and those seeking supported access to good universities both find value here.