Harpenden Academy

Inspection of a school judged good for overall effectiveness before September 2024: Harpenden Academy 25 Vaughan Road, Harpenden, Hertfordshire AL5 4EL

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Outcome

Evidence gathered during this ungraded (section 8) inspection suggests that the school’s work may have improved significantly across all areas since the previous inspection. The school’s next inspection will be a graded inspection.

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Outcome

The headteacher of this school is Lisa Davies. This school is part of the Scholars’ Education Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officers (CEOs), Claire Robins and Matthew Gauthier, and overseen by a board of trustees, chaired by Geoffrey Payne.

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What is it like to attend this school?

Harpenden Academy provides a nurturing and vibrant environment, where pupils develop exceptional foundations for learning. The school fosters academic excellence and personal growth, shaping confident, resilient and thoughtful pupils. The ambitious curriculum ensures pupils acquire the essential building blocks of knowledge to achieve well in reading, writing and mathematics, right from the start.

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What is it like to attend this school?

The school has a strong belief in every pupil’s ability to succeed, with high expectations for all. Skilled staff provide tailored support that ensures that pupils with additional challenges, including pupils with special educational needs and/or disabilities (SEND), have opportunities to learn alongside their classmates and achieve as well as they can. Consequently, pupils are highly motivated, take pride in their achievements and embrace learning with enthusiasm.

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What is it like to attend this school?

Pupils are happy, respectful and behave well. Strong relationships with staff create a supportive environment where pupils are valued and safe. Pupils’ achievements are celebrated, instilling pride and a strong sense of accomplishment.

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What is it like to attend this school?

Pupils celebrate and respect the diverse, rich school community, embracing different cultures and faiths. They take pride in leadership roles and enjoy the many educational 4 and 5 February 2025

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trips that deepen their understanding across subjects. They leave equipped with the knowledge, skills and values to thrive in secondary school.

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

The school has thoughtfully developed a curriculum that adapts to the evolving needs of its diverse pupil community. The school adapts the curriculum so that pupils with SEND and those who speak English as an additional language receive the support and opportunities that they need to thrive.

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

The curriculum ensures that pupils develop strong foundations in writing and mathematics. In the early years, children learn to read and write, building confidence through practising language and communication. Pupils develop confidence and fluency through a vibrant reading culture. The school provides pupils with a diverse range of texts. Pupils with SEND enjoy reading carefully chosen books reflecting their needs and interests. All staff teach phonics to ensure that pupils, including those at the early stages of speaking English, develop strong reading skills. As a result, pupils develop a love of reading.

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

The school prioritises helping pupils to develop their written and spoken language. In each subject, teachers provide pupils with opportunities to develop their speaking and listening skills. This helps pupils to develop their own ideas and to become confident, accurate writers.

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

Teachers’ deep understanding of their pupils, and strong subject expertise, enables them to check pupils’ understanding and adapt learning effectively. Teachers ensure that pupils routinely revisit key concepts. This helps pupils to retain important knowledge. Older pupils confidently explain concepts such as ‘gravitational pull’ and ‘conflict and empire’, while younger pupils articulate how plants grow and the changes across seasons. Pupils with SEND receive tailored support, ensuring full access to the curriculum. Those needing extra help, including in reading, benefit from targeted support. Pupils who are new to learning English develop strong communication and language skills.

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

Children in the early years develop independence. They learn to make choices about which activities and resources to engage with. Children engage confidently in well- planned activities that develop strong foundational skills in literacy and mathematics. Staff adapt activities to children’s interests, such as exploring Chinese numbers during Lunar New Year or number fluency through domino games. Children secure important skills so that they are well prepared for learning in key stage 1.

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

Pupils’ behaviour is impressive. They are polite and respectful. Positive behaviour is reinforced through routines and initiatives. ‘Focus Fortnight’, for example, reinforces positive behaviours, such as good manners, and helps establish high expectations for conduct. Pupils, including those who struggle, value the support they receive to help them succeed. They confidently explain how the school helps them to learn and to feel proud of their achievements. As a result, they thrive academically and in their social and emotional development. 4 and 5 February 2025

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The school fosters respect and responsibility. Diversity is celebrated through meaningful discussions, themed events and the curriculum. For example, through art and history, pupils explore figures such as Walter Tull and Mary Seacole, deepening their understanding of equality and perseverance. Pupils also learn about the appropriate use of online activities, developing responsible and safe online habits. Performances, leadership roles and residential trips build resilience, teamwork and independence. This ensures pupils are well prepared for life beyond school.

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School leaders work closely with parents and carers, staff, the trust and governors to ensure the highest standards of education. Governors and trust leaders provide strategic direction and challenge, promoting continuous improvement. As a result, pupils and parents value the school highly. Staff feel supported through high-quality training and resources.

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Safeguarding

The arrangements for safeguarding are effective.

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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 to be good for its overall effectiveness.

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Background

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.

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Background

This is the first ungraded inspection since we judged the school to be good for overall effectiveness in June 2019. 4 and 5 February 2025

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How can I feed back my views?

find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection.

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How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

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Further information

You can search for published performance information about the school.

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Further information

In the report, ‘disadvantaged pupils’ is used to mean pupils with special educational needs and/or disabilities (SEND); pupils who meet the definition of children in need of help and protection ; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school’s pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 4 and 5 February 2025

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School details

Chair of board of trustees Geoffrey Payne

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School details

CEOs of the trust Claire Robins, Matthew Gauthier

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School details

Dates of previous inspection 6 and 7 June 2019, under section 5 of the Education Act 2005

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Information about this school

 The school is part of the Scholars’ Education Trust.  The school provides a before- and after-school club.  The school does not currently use any alternative provision.

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Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s education provision.  This was the first routine inspection the school received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the school and has taken that into account in their evaluation of the school.  The inspector met with the headteacher, the deputy headteacher, teachers, support staff, the chair of governors, other governors and representatives from the trust and spoke with the school improvement partner. 4 and 5 February 2025

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 The inspector visited a sample of lessons, spoke to pupils about their learning and looked at samples of pupils’ work.  To evaluate the effectiveness of safeguarding, the inspector: reviewed the single central record; took account of the views of leaders, staff and pupils; and considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  The inspector observed pupils’ behaviour in lessons and around the school site. Additionally, she spoke to pupils to discuss their views about the school.  The inspector considered the views of parents through the responses to Ofsted’s online questionnaire for parents, Ofsted Parent View. She also considered several emails from parents as well as correspondence from the local schools that pupils transition to.  The inspector considered the views of staff and pupils through meetings and informal

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Inspection team

Cindy Impey, lead inspector Ofsted Inspector 4 and 5 February 2025

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achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

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