Harris Academy Chafford Hundred

Highlights from Latest Inspection

What is it like to attend this school?

Pupils thrive at Harris Academy Chafford Hundred (HACH).

They become independent, curious learners who are determined to be the best that they can be. The school challenges pupils to do exceptionally well. Teachers set them work that is highly demanding.

With the exemplary support of staff, and each other, pupils rise to this challenge. As a result, pupils achieve very highly.

In and out of lessons, pupils behave exceptionally well.

They are fully engaged in their learning in the classroom, free of unwelcome interruptions. Pupils get on very well with each other and adults. They say that while this is a school with a strong sense of community, it wel...comes their diversity.

Pupils have access to a huge range of opportunities to develop their interests, character and confidence. Termly 'pillar days' provide activities such as trips to museums and theatres. There are many clubs, including the cadet force, coding and debating.

Pupils can become 'character ambassadors'. They raise money for charity, and many take part in the school council. The careers programme raises pupils' aspirations.

Pupils meet a diverse range of employers and learn about different careers and universities. This enables them to make informed choices about their future.

What does the school do well and what does it need to do better?

The curriculum at HACH is highly ambitious for every pupil.

Pupils frequently cover topics that go beyond the expectations of the national curriculum. Some study Latin and Mandarin. Teachers plan carefully to ensure that pupils, including those with special educational needs and/or disabilities (SEND), can access this demanding curriculum.

When necessary, they adapt tasks skilfully, so that all pupils produce high-quality work.

The school has thought very carefully about what it wants pupils to know and how they learn. Leaders say that 'knowledge is power; we make it stick'.

This idea is central to how the curriculum is designed and taught. The school identifies the important knowledge and vocabulary that pupils need to know. This knowledge is broken down into chunks so that pupils build it confidently over time.

At the start of lessons, pupils revisit knowledge from previous lessons. This helps them remember what they have learned. Teachers regularly, and rigorously, check how much all pupils have learned.

This means that teachers swiftly spot any gaps or mistakes in pupils' knowledge. They adjust the curriculum so that gaps are filled and errors are quickly corrected. Teachers use their expertise to introduce and model new knowledge and techniques.

Pupils practise using this new knowledge. Pupils use the feedback and guidance that teachers provide to further improve their work.

The school gives great importance to pupils' literacy.

Teachers have high expectations of accuracy and clarity in writing and speaking; as a result, pupils become confident and fluent in both. Leaders understand the importance of reading.In 'morning mastery' form time sessions, pupils read a range of carefully chosen texts that relate to the personal, social and health education (PSHE) curriculum.

The school regularly checks how well pupils can read. Weaker readers are provided with personalised support. This helps them quickly catch up with their peers.

Sixth-form students are very well prepared for adulthood. As well as following a broad, academic curriculum, they learn how to study independently. Students contribute to the school and grow their confidence when they help younger pupils by running clubs and being reading mentors.

Students learn about healthy relationships and personal finance.

Pupils conduct themselves with real maturity and consideration for others. There are no bells for lunchtime and breaktime.

Despite this, pupils manage their time so that they are not late to lessons. They are highly focused and active learners. There are clear, well-understood expectations of behaviour.

If pupils find it difficult to behave as well as expected, staff give them the support they need to improve. Pupils attend extremely well.

The PSHE curriculum is exceptionally well planned to help pupils navigate the world around them.

They learn about how to look after their mental and physical health. Pupils learn about potential dangers such as county lines and the importance of their digital footprint. They know how to seek help if they need it.

They are confident adults will support them effectively.

Leaders, at all levels, are relentless in their work to continue to improve all pupils' achievements and experiences. Staff frequently 'go the extra mile' to support pupils to achieve their goals.

The school gives staff exceptionally high-quality training and support with their well-being and workload. This helps them plan and deliver the curriculum with great skill and commitment.

Safeguarding

The arrangements for safeguarding are effective.

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