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Haringey Learning Partnership

Overview of services we offer



A specialist team works with mainstream schools to support students at risk of exclusion and prevent escalation wherever possible. The programme lasts approximately six to eight weeks depending on the level of need.
The service will have a particularly strong relationship with the nurture hubs. Additional support for primary to secondary transition is offered for all students who have been referred during Year 6 due to attend Haringey schools.



Respite & Reintegration is for students who may benefit from a short period of time away from mainstream provision in order for them to reflect and to be equipped with support and strategies prior to return.
It is a placement with fixed start and end dates. Placements may be for a maximum of six weeks. The only exception to this is for students with a fixed term exclusion of longer than 5 days. Students stay on their school roll and return at the end.


For students who require specialist support in developing their social skills and in managing their emotions and mental health. Issues include low self-esteem, low confidence and
challenging behaviour.
All students undergo a full range of assessments on entry in order to evaluate attitudes to school and ascertain if there are any undiagnosed learning needs.
The aim is to enable a permanent return to mainstream education before key stage 4 examinations.  Those who stay undertake a range of academic and vocational courses. There is a strong emphasis on English, mathematics and developing independent learning and work-related skills.



Simmons House provides a high-quality, multi-disciplinary mental health service for young people with emotional and mental health problems. It is an in-patient psychiatric unit for young people aged between13 and 17.
Students are taught in mixed age and ability classes for 12.5 hours per week.


Tuition in the Community is for students whose physical/mental health or other complex circumstances mean they are unable to attend any school location for a period of time. This is usually for a fixed period of time before a return to mainstream provision.
Depending on the severity of the young person's condition, education may take place in their mainstream school, local libraries or their home.



Haringey Learning Partnership  launched a post-16 transition year in September 2021. This  allows the Partnership to address a need for supported transition to help young people who have missed out significantly on schooling to become socially and emotionally ready for next steps. A small group of students are provided with support to improve and achieve the skills needed for accessing new settings and further qualifications


Sixth Day Provision


Haringey Learning Partnership provides sixth day provision for children and young people suspended from school for over five days. Children and young people attend Commerce House, where they receive additional support and complete work provided by their mainstream school. Haringey Learning Partnership liaises with the mainstream school if the young person does not attend and also provides feedback and recommendations at the end of the placement. 


Training and Advice


Haringey Learning Partnership's skilled Outreach Leads offer training and advice to mainstream schools. This can include delivering whole staff training or facilitating training for small groups of staff, ECTs or individual class teachers. Our staff can also offer support to schools around developing their behaviour and inclusion policies. Our staff are experienced teachers and leaders who have worked in both mainstream and alternative provision schools and their areas of expertise include trauma-informed practice, meeting the needs of learners with autism and/or ADHD, working with parents and carers, restorative practice and strategies to develop positive behaviour. 

Haringey Learning Partnership also offers bespoke advice to schools to support individual students and prevent exclusion


We have a small number of on-site placements for young people with SEMH as their primary need. We provide a small specialised environment where developmental gaps are addressed using the principles of nurture. We also provide advice and training to schools on best practice in supporting young people with SEMH in their setting.
Nurture Principles:
·       Children's learning is understood developmentally
·       The classroom offers a safe base
·       The importance of nurture for the development of wellbeing
·       Language is a vital means of communication
·       All behaviour is communication
·       The importance of transition in children's lives