Harris Academy Rainham

Highlights from Latest Inspection

Outcome

Harris Academy Rainham has taken effective action to maintain the standards identified at the previous inspection.

The principal of this school is Gareth Stananought. This school is part of Harris Federation, which means other people in the trust also have responsibility for running the school.

The trust is run by the chief executive officer, Sir Daniel Moynihan, and overseen by a board of trustees, chaired by Lord Philip Harris.

What is it like to attend this school?

Pupils are encouraged and supported to widen their horizons and to aim high at Harris Academy Rainham. A large proportion of pupils study the English Baccalaureate pathway at GCSE.

They achieve well ...in a wide range of subjects and, as a result, they are well prepared for the next stage of their education, employment or training.

Staff have high expectations of all pupils, including those with special educational needs and/or disabilities (SEND), and foster a sense of belonging and pride in the school. Pupils with SEND follow the same ambitious curriculum as their peers.

However, these pupils do not consistently receive the support they need to achieve as well as they could.

Leaders have developed a clear and simple behaviour policy that is well understood and consistently implemented. Pupils behave well in lessons and listen carefully to the views of others.

The school has created an inclusive culture, where pupils are taught to respect and celebrate difference. Staff, including early careers teachers, appreciate the support that leaders give in making sure that lessons are not disrupted.

The school has a well-established personal development curriculum that supports pupils to develop confidence and resilience.

There are extensive opportunities for pupils to develop their talents and interests, including in competitive sports, music and drama.

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

The curriculum is ambitious for all pupils and provides a strong foundation for their future learning. Staff clearly set out what pupils need to know, and the order in which they need to learn it.

In these areas of the curriculum, pupils keenly build their knowledge over time and achieve well. The school has a consistent focus on building pupils' vocabulary. This strengthens pupils' spoken and written use of language, which they then successfully use across all areas of the curriculum.

Teachers introduce new content clearly. They select appropriate activities, which help pupils to understand what they need to know and be able to do. In many lessons, teachers successfully help pupils to develop their thinking and reasoning.

Teaching typically checks pupils' learning so that they understand how to improve the quality of their work. This is stronger in some subjects than in others. There are instances when teaching does not check and help pupils to overcome misconceptions and, subsequently, improve the content and depth of their work.

The provision for pupils with SEND is improving. Many of these pupils benefit from a personalised approach that is focused on their particular needs. However, the needs of some pupils with SEND are, at times, not fully considered when adapting the way that the curriculum is taught.

The school intends to improve the training and information that teachers receive to support these pupils. Pupils who attend the additionally resourced provision are very well supported by specialist staff. The school understands the importance of reading for all pupils and regularly checks how well pupils can read.

Pupils who are identified as requiring help with their reading are provided with additional support.

The school promotes pupils' personal development exceptionally well. Daily 'learning guide' sessions make a distinct contribution towards pupils' readiness for life in modern Britain, covering themes such as healthy and respectful relationships, the responsible use of social media and online safety.

The school responds quickly to any societal issues that arise and addresses these themes in assemblies and personal development lessons. Pupils speak confidently about how to keep safe and look after their well-being. The school has developed a very strong careers programme that includes meaningful work experience.

Pupils and their parents and carers attend an annual careers fair, where they hear from local businesses about the opportunities that are available to them.

Leaders have ensured that pupils' attendance at school continues to improve. The school is using a range of effective strategies to work with pupils who are not regularly at school.

Staff feel that leaders have carefully considered their workload and well-being. They appreciate leaders' open-door policy and the quality of the training that they receive. The trust provides highly effective challenge and support to school leaders, for example, through regular monitoring visits and subject leader consultancy.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some teaching does not use suitable assessment strategies to identify and address pupils' misconceptions effectively. This means that some pupils are not able to benefit from the subject content being taught.

The school should ensure that assessment is used consistently well to support pupils' learning of the curriculum content. ? In some instances, teaching of the curriculum is not successfully adapted so that pupils with SEND can access the learning and gain full benefit from the subject content being taught. The school should ensure that training and information are provided to staff so that all pupils are fully supported to access the intended learning.

Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted's website. From September 2024 graded inspections will not include an overall effectiveness grade.

This school was, before September 2024, judged good for its overall effectiveness.

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005.

We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school's work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the first ungraded inspection since we judged the school to be good for overall effectiveness in May 2019.