Haydon School A GSG School
- Haydon School
Wiltshire Lane
Eastcote
Pinner
HA5 2LX - Head: Mr Robert Jones
- T 020 8429 0005
- F 020 8868 8213
- E info@haydonschool.org.uk
- W www.haydonschool.com
- A state school for boys and girls aged from 11 to 18.
- Boarding: No
- Local authority: Hillingdon
- Pupils: 1,677; sixth formers: 391
- Religion: Non-denominational
- Open days: Sixth Form Open Evening October
- Review: View The Good Schools Guide Review
-
Ofsted:
- Latest Overall effectiveness Good 1
- 16-19 study programmes Good 1
- Outcomes for children and learners Good 1
- Quality of teaching, learning and assessment Good 1
- Personal development, behaviour and welfare Good 1
- Effectiveness of leadership and management Good 1
- 1 Full inspection 4th October 2022
- Ofsted report: View the Ofsted report
What The Good Schools Guide says..
A typical comp made up of all shapes and sizes - the handful we spoke to were a bright bunch with strong opinions.We were particularly impressed with the two extremely eloquent and engaging sixth formers who showed us around. Rugby a biggie here, so too are football, cricket, basketball (all for boys and girls). New sports hall helps facilitate this, as do the extensive grounds...
What the school says...
Converted to an academy 2011.
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What The Good Schools Guide says
Headteacher
Since 2011, Robert Jones. Read economics at LSE (he had an amazing, passionate school economics teacher who really encouraged him), followed by his first teaching job at Holland Park School in 1990: ‘I’ve always wanted to teach at a comprehensive school – and this was a big state comp. I think it’s because I went to an all-boys comprehensive in Stockport and was the first person out of my family to go to university.’
Five years later, he was offered the opportunity to teach at an international school in Hong Kong, where he spent the next four years: ‘My wife and I are both teachers and both love travelling, so it made sense to grab this opportunity when it came. We were there for the handover of Hong Kong, so...
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Overall school performance (for comparison or review only)
Results by exam and subject
Subject results
Entry/Exit
Special Education Needs
Haydon is a mixed ability comprehensive school. We currently have 20 students with EHCPs and 225 on our SEN list in total. Our SEN cohort has a wide range of needs. We aim to enable all pupils to have access to a broad, balanced, stimulating and challenging curriculum, recognising that some children require special educational provision in order to fulfil their potential. Haydon School is fully accessible and is committed to inclusion. We have recently completed the two year Inclusion Commitment programme with Hillingdon Borough Inclusion team. Our learning support unit provides literacy support to those identified through our screening process. Those identified as needing support will follow their English curriculum within the learning support area. They will return to mainstream in year 8. Additionally, some students will receive further literacy support instead of following a modern foreign language. Once a student is identified as needing this support they will receive learning support lessons from year 7-11. SEND in-class support is allocated on needs which have been outlined within students' EHCPs. Other areas supported through learning support, and as a whole school, are: speech, language and communication; ASD; ADHD; hearing impairment; visual impairment; social, emotional and mental health needs. All SEND needs are reviewed as part of our termly data analysis programme. Information regarding all students' SEND is shared with staff, and in high needs cases, a termly reviewed student passport (one page profile) is completed to support their needs.
| Condition | Provision for in school |
|---|---|
| ASD - Autistic Spectrum Disorder
Might cover/be referred to as;
ASD - Autistic Spectrum Disorder, Aspergers, Autism, High functioning autism, Neurodivergent, Neurodiversity, Pathological Demand Avoidance (PDA), PDA , Social skills, Sensory processing disorder |
Y |
| HI - Hearing Impairment
Might cover/be referred to as;
Hearing Impairment, HI - Hearing Impairment |
Y |
| MLD - Moderate Learning Difficulty
Might cover/be referred to as;
Learning needs, MLD - Moderate Learning Difficulty |
|
| MSI - Multi-Sensory Impairment
Might cover/be referred to as;
MSI - Multi-Sensory Impairment, Sensory processing |
|
| OTH - Other Difficulty/Disability
Might cover/be referred to as;
Downs Syndrome, Epilepsy, Genetic , OTH - Other Difficulty/Disability, Tics, Tourettes |
|
| PD - Physical Disability
Might cover/be referred to as;
PD - Physical Disability |
|
| PMLD - Profound and Multiple Learning Difficulty
Might cover/be referred to as;
Complex needs, Global delay, Global developmental delay, PMLD - Profound and Multiple Learning Difficulty |
|
| SEMH - Social, Emotional and Mental Health
Might cover/be referred to as;
Anxiety , Complex needs, Emotionally based school avoidance (EBSA), Mental Health, SEMH - Social, Emotional and Mental Health, Trauma |
Y |
| SLCN - Speech, Language and Communication
Might cover/be referred to as;
DLD - Developmental Language Disorder, Selective mutism, SLCN - Speech, Language and Communication |
Y |
| SLD - Severe Learning Difficulty
Might cover/be referred to as;
Complex needs, SLD - Severe Learning Difficulty, Cerebral Palsy (CP) |
|
| SpLD - Specific Learning Difficulty
Might cover/be referred to as;
ADHD, Attention Deficit Hyperactivity Disorder (ADHD), Auditory Processing, DCD, Developmental Co-ordination Difficulties (DCD), Dyscalculia, Dysgraphia, Dyslexia, Dyspraxia, Handwriting, Other specific learning difficulty, SpLD - Specific Learning Difficulty, Oppositional Defiant Disorder (ODD) |
Y |
| VI - Visual Impairment
Might cover/be referred to as;
Special facilities for Visually Impaired, VI - Visual Impairment |
Y |
Interpreting catchment maps
The maps show in colour where the pupils at a school came from*. Red = most pupils to Blue = fewest.
Where the map is not coloured we have no record in the previous three years of any pupils being admitted from that location based on the options chosen.
For help and explanation of our catchment maps see: Catchment maps explained
Further reading
If there are more applicants to a school than it has places for, who gets in is determined by which applicants best fulfil the admissions criteria.
Admissions criteria are often complicated, and may change from year to year. The best source of information is usually the relevant local authority website, but once you have set your sights on a school it is a good idea to ask them how they see things panning out for the year that you are interested in.
Many schools admit children based on distance from the school or a fixed catchment area. For such schools, the cut-off distance will vary from year to year, especially if the school give priority to siblings, and the pattern will be of a central core with outliers (who will mostly be siblings). Schools that admit on the basis of academic or religious selection will have a much more scattered pattern.
*The coloured areas outlined in black are Census Output Areas. These are made up of a group of neighbouring postcodes, which accounts for their odd shapes. These provide an indication, but not a precise map, of the school’s catchment: always refer to local authority and school websites for precise information.
The 'hotter' the colour the more children have been admitted.
Children get into the school from here:
regularly
most years
quite often
infrequently
sometimes, but not in this year
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