Harris Garrard Academy

Highlights from Latest Inspection

What is it like to attend this school?

Leaders and governors have very high expectations of what pupils will achieve.

They are determined that all pupils will leave the school with the knowledge that they need to succeed in life. Everything that staff, governors and leaders do is based around this vision.

Pupils enjoy school.

In the primary phase, pupils are especially enthusiastic about their learning and are proud of what they know and can do.

Pupils know the school's routines and expectations for their behaviour. The majority of pupils behave well in lessons and around the school.

Bullying is rare. When it does happen, staff deal with it quickly.

Relationships between... pupils and staff are positive.

Leaders encourage pupils to be independent, to take on responsibilities and to treat everyone equally. Pupils said that staff help them to feel safe and that there is an adult in the school they can talk to if they need any help. Pupils are appreciative that staff are present at the gates and around the local area at the end of each school day.

Leaders create opportunities for pupils in different year groups to work together. For example, sixth-form students support the primary choir, help staff to supervise breaktimes and act as mentors for pupils lower down the school. This means that pupils in different areas of the school are part of one community.

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

Pupils in all year groups follow an ambitious curriculum. Leaders have planned the curriculum so that pupils' learning builds over time. For example, in history, concepts such as empire and power are taught in the primary school and then developed further in the secondary school and sixth form.

This involves teachers from the primary and secondary phases working together. Students in the sixth form can choose from a range of academic and vocational qualifications to suit their interests and future ambitions. Leaders have appropriately adjusted the curriculum to address knowledge gaps caused by the impact of COVID-19.

Teachers across the school have strong subject knowledge. Almost all teachers in the sixth form are subject specialists. Throughout the school, teachers are given the necessary support to develop their subject knowledge.

Often, this involves teachers working with subject consultants from the Harris Federation.

Pupils' behaviour in lessons is positive. When this is not the case, leaders support staff to address it.

Teachers present new content clearly, and regularly help pupils to remember key learning. That said, not all teachers routinely check what pupils have learned. This means that sometimes pupils do not get the feedback that they need to address mistakes or misconceptions.

Pupils develop knowledge in the subjects that they are studying. For example, students in the sixth form talked confidently about the sociological theories that they have learned this term. The work that most pupils produce matches what leaders intended them to learn.

Pupils with special educational needs and/or disabilities (SEND) access the full curriculum because of the support that they receive. For example, staff often break down complex tasks for pupils with SEND to make learning easier.

Leaders and staff are passionate about the importance of early reading.

There is a clear programme in place to develop pupils' knowledge of phonics in the early years and Years 1 and 2. This includes making sure that children read books that are matched to the sounds that they know. Staff teach reading in a way that excites and motivates pupils.

Children's success is celebrated. However, children in Reception and Year 1 do not routinely have enough time to practise what they have just learned. This means that some children struggle to complete tasks or sound out previously learned sounds.

Leaders have identified this as an area for development. They have recently put in place a programme of training and support to address this area. Staff value this support.

The personal, social and health education (PSHE) programme has been carefully planned by leaders to build pupils' knowledge over time. This starts in the early years and is focused on developing key character traits. Leaders ensure that pupils are taught about important areas such as healthy relationships and bullying.

Pupils across the school value what they are taught about these areas. Staff continually review the PSHE programme to make sure that it reflects the current needs of pupils.

Pupils are taught and encouraged to think about careers throughout their time at school.

In the primary school, pupils get useful information about possible careers. Students in the sixth form receive one-to-one careers advice and guidance. Students typically find this helpful when making informed decisions about what to do when they finish school.

Leaders create opportunities for pupils to meet local employers and visit colleges.

Leaders provide pupils with many opportunities beyond the PSHE curriculum for their wider personal development. This includes students in the sixth form taking part in the Duke of Edinburgh's Award and/or the extended project qualification.

Pupils lower down the school benefit from a range of after-school and lunchtime clubs. Leaders ensure that these cater for a wide range of interests, including gardening and football.

Leaders and governors have a clear and accurate understanding of the school's strengths and development priorities.

They are not complacent, and strive to be the best they can be. For example, despite already taking steps to support the staff's well-being and workload, leaders have rightly evaluated that there is more work to do here. The trust provides valuable training for governors.

Governors support and challenge leaders effectively.

Safeguarding

The arrangements for safeguarding are effective.There are clear systems in place that staff use to report any safeguarding concerns.

These are followed up quickly with appropriate actions by the safeguarding team.

Leaders from different parts of the school meet regularly so that they can share information and identify pupils who may need additional help. Governors play an important role in making sure that pupils are kept safe.

Pupils learn how to keep themselves safe and healthy. They are taught about risks that they may face. This includes pupils knowing how to keep safe online and how to look after their mental health and well-being.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some teachers do not routinely check pupils' learning. This means that some pupils do not get the feedback that they need. Leaders should ensure that all teachers check what pupils have learned so that they can provide clear feedback to address mistakes or misconceptions.

• When teaching early reading, staff sometimes move on too quickly. This means that some children do not have enough time to practise and remember the sounds that they are learning. Leaders should ensure that children have enough time to practise what they are learning so that it becomes fluent and is not forgotten.

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