Harris Aspire Academy

Highlights from Latest Inspection

What is it like to attend this school?

Everyone involved in the running of this school has high aspirations for what the pupils can achieve.

All staff are committed to nurturing positive outcomes in the short while pupils are at the school. Pupils feel safe and trust that staff will help them to resolve any issues that may occur.

From the time pupils join the school, they are helped to understand their own challenges, talents and interests.

The school's strong social and emotional support strategies help pupils to identify what might help them to make the next steps in their learning. For example, pupils work with life coaches who support their personal development. Pupils are encouraged to reflec...t on their behaviour and understand their emotions.

They are taught strategies to help build their self-esteem, regulate their feelings and make informed choices. The impact of this is reflected in pupils' positive behaviour inside and outside the classroom.

Pupils' development is further enriched through a range of experiences, such as boxing, bicycle motocross and meditation.

Pupils have opportunities to take on roles and responsibility, for example through the school council and a Breaking Barriers leadership programme. Citizenship, respect and character building underpin the culture of the school.

The school's curriculum is suitably broad to meet the needs of pupils on short-term placements.

Pupils who remain at the school until the end of Year 11 take a range of courses designed to capture their interest and prepare them for their next steps in education or employment.

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

The school has in place an ambitious curriculum that all pupils access, including all those with special educational needs and/or disabilities (SEND). The curriculum is designed to ensure that pupils strengthen and practise what they know and can do, as well as deepen their understanding further.

The school identifies where pupils have gaps in their knowledge, using assessments and information provided by pupils' mainstream schools. This includes understanding pupils' reading skills. For weaker readers, the school takes action to ensure pupils are helped to catch up.

Subject curriculums are coherently sequenced. Teachers deliver content following the order of the curriculum. They adapt their teaching to ensure that pupils have a secure understanding of key concepts before moving on to new learning.

Teachers identify and address misconceptions effectively. This helps pupils to increase their confidence and resilience in learning new knowledge and skills.

The school prioritises staff development.

Teachers have strong subject knowledge. They utilise the trust's consultants to provide staff with training, such as training on developing pupils' communication skills. This supports pupils in asking for help when they need it, as well as being able to articulate their thoughts and feelings.

Pupils with SEND are included in all that the school has to offer. Leaders identify the needs of pupils with SEND quickly and work with outside professionals to develop personalised targeted support that staff deliver and enables pupils to access the full curriculum.

Any incidents of unsettled or disruptive behaviour are dealt with effectively by leaders and staff.

These incidents reduce over time as pupils respond positively to the school's expectations for behaviour and the support put in place. Pupils are encouraged to reflect on their conduct and to understand the impact of their actions.

Typically, pupils' attendance was not regular at their mainstream school.

The school makes it its business to know the reasons why pupils did not previously attend school regularly. The school works collaboratively with pupils and their families to find solutions to increase attendance rates. Attendance rates, and consequently pupils' engagement, improve over time.

Pupils are supported to set themselves ambitious goals for their future and to prepare them for adulthood. They receive careers information that supports their next steps, including further study and the world of work. This is further reinforced by a carefully planned and sequenced personal, social and health education curriculum.

Pupils are taught to stay physically and mentally healthy. They learn to keep themselves safe in a wide variety of contexts.

Safeguarding

The arrangements for safeguarding are effective.

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