Harris Primary Academy Beckenham Green

Highlights from Latest Inspection

What is it like to attend this school?

Pupils, including children in the early years, flourish at this school. The values of being 'ready, respectful, and safe' are lived through all aspects of school life.

Pupils are incredibly well-mannered. Staff greet pupils warmly with a smile each morning. This creates a welcoming start to the school day.

Pupils are confident that if they have a worry that they can tell an adult who will help them. Pupils feel safe and happy at this school.

Behaviour is exceptional here.

Pupils explain that they behave well because they 'have been taught how to behave and because they want the best for themselves'. Staff have high expectations of what pupils can do.... Therefore, pupils work hard and achieve highly across subjects.

The school prioritises attendance and takes appropriate action so that attendance remains high.

Leaders provide carefully crafted opportunities for pupils to develop and share their own ideas. For example, Year 5 pupils discuss the advantages and disadvantages of using hydro-electric power and Year 2 pupils consider how Henry VIII should be remembered.

The school aims for pupils to be well-rounded citizens who impact positively on their community. Pupils are proud to read to residents in a local care home and 'litter pick' in their community.

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

Leaders have established a very well-designed curriculum.

It sets out precisely the skills, knowledge and vocabulary that pupils are expected to know and remember starting from the Reception Year. This means that pupils acquire a rich knowledge base which supports their current learning. For example, pupils in Year 6 confidently explain evolution and inheritance using vocabulary such as 'adaptation', 'physical characteristics' and 'variation'.

Pupils in Year 2 identify which material would make the best curtains because they have been taught about the properties of different materials.

Staff have strong subject knowledge and explain concepts clearly. They check pupils' understanding regularly and skilfully make links to previous learning.

In Reception, adults provide frequent opportunities for children to practise mathematical skills independently. For example, children make 'worms' of different lengths out of dough. Children talk about their creations using vocabulary such as, 'shorter' and 'longer'.

Children measure the length of their 'worms' accurately using cubes.

Leaders are ambitious for pupils with special educational needs and/or disabilities (SEND). There are effective processes in place to identify these pupils.

Teachers and teaching assistants have been trained effectively. As a result, pupils with SEND access the curriculum through careful adaptation. For example, pupils are able to show their understanding of scientific concepts orally if they struggle with writing and new vocabulary is supported by visual resources to support learning.

Pupils with SEND achieve well here.

Reading is at the heart of the curriculum. Children are taught to read as soon as they join Reception.

This is because leaders want all children to be able to read fluently and without delay. Reading is taught effectively because teachers and other adults have been well trained. They make sure that pupils pronounce sounds and words correctly.

Pupils read books carefully matched to the sounds and letters that they know. This means pupils read with positive attitudes and developing fluency. Teachers quickly identify pupils who need help to 'keep up' so that they receive the help they need.

There are a number of approaches in place to ensure that pupils develop a love for reading. For example, pupils read to children at a local nursery and authors visit the school to share their work with pupils.

Pupils have excellent attitudes to their learning and are motivated to learn.

This is because routines are well established. Learning is not interrupted by inappropriate behaviour. Pupils are taught how to regulate and manage their feelings.

For example, children in Reception use language such as 'confused', 'angry' and 'delighted' when matching 'worry monsters' to different emotions.

Pupils' personal development is given priority here. Pupils speak with sensitivity when discussing protected characteristics.

They have been taught that families may look different. Pupils explain that family relationships should be 'built on love and trust'.

Pupils value the wide range of enrichment activities on offer.

These are deliberately planned to broaden their experiences. For example, pupils are given the opportunity to learn the 'Magic Flute' which they will perform at the Royal Opera House.

The trust and governors have an accurate understanding of the strengths of the school.

Leaders ensure that pupils learn in a purposeful environment so they can reach their full potential. Staff are extremely positive about the range of initiatives in place to manage their workload and support their well-being.

Safeguarding

The arrangements for safeguarding are effective.