Harris Academy Bermondsey

Inspection of Harris Academy Bermondsey 55 Southwark Park Road, London SE16 3TZ

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The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Sixth-form provision Outstanding Previous inspection grade Outstanding

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The principal of this school is Gizlé Landman. The school is part of the 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 Dan Moynihan, and overseen by a board of trustees, chaired by Lord Harris of Peckham. 4 and 5 February 2025

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What is it like to attend this school?

Pupils and students in the sixth form are exceptionally well supported to succeed at Harris Academy Bermondsey. The school’s values of ambition, compassion and respect are evident throughout the school’s work. Pupils are ambitious for what they can achieve, and staff encourage this through high expectations.

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What is it like to attend this school?

The curriculum matches and often exceeds the scope of what is expected nationally. Pupils develop a rich body of knowledge and achieve very highly. As a result, pupils are extremely well prepared for the next stage of their education. An increasing number of pupils choose to study at the school’s sixth form.

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What is it like to attend this school?

There is a high level of trust between staff and pupils, which contributes to a positive culture where pupils feel safe. Pupils’ behaviour is excellent. Pupils speak positively about the support they receive from staff and enjoy their learning.

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What is it like to attend this school?

Many pupils enthusiastically take on roles of responsibility, supporting the school and the wider community. Pupils develop leadership skills when taking on roles such as prefects, peer mentors and mental health ambassadors. They benefit from an exceptional enrichment offer. The school provides numerous, varied opportunities to nurture, develop and stretch pupils’ talents and interests.

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

The school has designed a curriculum that demonstrates high ambition for all pupils. Staff have set out precisely the most important knowledge that pupils need to learn in each subject. Teaching is sequenced logically so that it builds on what pupils already know. Most pupils study the suite of subjects that make up the English Baccalaureate in key stage 4, reflecting the school’s high ambitions. As the sixth form has grown, there is an increasing number of A-level and applied courses for students to choose from. A very high proportion of sixth-form students go on to university destinations.

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

Pupils with special educational needs and/or disabilities (SEND) are identified accurately. Pupils quickly gain the tailored support they need. Teachers make sensitive and appropriate adaptations to resources so that all pupils can access the full content of the curriculum. The school places a high priority on making sure pupils develop a love for reading. A well-stocked library sits at the heart of the school. There are regular reading focused tutor sessions that encourage pupils to develop their fluency and vocabulary. Pupils who need additional help to improve their reading are supported effectively.

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

Across all year groups, pupils’ enthusiasm and excitement towards their learning are evident. Teachers have excellent knowledge of the subjects that they deliver. Assessment is used well to identify any misconceptions so that they do not persist in pupils’ understanding. Teachers routinely help pupils to draw on previous learning when tackling new ideas. This ensures that pupils and students in the sixth form develop a deep understanding in different subjects and achieve highly. 4 and 5 February 2025

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The school has set out very clear behaviour expectations that are understood by all. Pupils help each other to be resilient and to persevere in their studies. Bullying and discrimination are not tolerated. The diversity of the school community is celebrated. Pupils are polite, respectful and tolerant. During social times, pupils mix with others in a calm and orderly manner. Pupils know who to talk to about any concerns they may have.

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The school uses a range of strategies to ensure that pupils’ attendance is high. When necessary, leaders meet with families to resolve any barriers to school attendance. The school does everything possible to ensure pupils are in school, safe and learning.

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Pupils’ personal development is very well considered. A carefully planned pastoral curriculum enables pupils to explore important topics, such as personal health, online safety and respectful relationships. There is a comprehensive careers programme that starts from Year 7, which provides advice and guidance about different pathways. This includes themes days, assemblies and regular input from visiting speakers. The wider interests of pupils are developed through an extensive range of enrichment activities, which are built into the timetable. For example, pupils can develop their character and resilience by working towards the Duke of Edinburgh’s Award. Pupils are taught what it means to be an active citizen by taking part in charity fundraising activities.

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Trustees, governors and leaders are highly skilled and knowledgeable in their roles. They share the same clear strategic vision. Staff are very positive about the support they receive from the school and trust. The school is mindful of the workload and well-being of staff and takes this into account when developing policy. There is a well-structured programme of professional development that is tailored to the needs of all staff.

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Safeguarding

The arrangements for safeguarding are effective.

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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 4 and 5 February 2025

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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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form

Appropriate authority The governing body

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form

Dates of previous inspection 16 and 17 October 2019, under section 8 of the Education Act 2005

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Information about this school

 The school is part of Harris Federation.  The school makes use of one registered alternative provider.  The school meets the requirements of the provider access legislation, which requires schools to provide pupils in Years 8 to 13 with information and engagement about approved technical education qualifications and apprenticeships.

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Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005. During a graded inspection, we grade the school for each of our key judgements 4 and 5 February 2025

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(quality of education; behaviour and attitudes; personal development; and leadership and management) and for any relevant provision judgement (early years and/or sixth-form provision). Schools receiving a graded inspection from September 2024 will not be given an overall effectiveness grade.

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 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. Inspectors discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school.  Inspectors met with the principal and other senior leaders. They also met with the chair of the governing body and a representative from the trust.  Inspectors carried out deep dives in these subjects: English, mathematics, science, history and art. For each deep dive, inspectors held discussions about the curriculum, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  Inspectors scrutinised a range of documents, including leaders’ evaluation of the school and priorities for improvement.  Inspectors held meetings with staff and with pupils. Behaviour was observed both in

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lessons and around the school.  Inspectors considered the views of pupils and staff through discussions and Ofsted’s surveys.  Inspectors took account of responses to the Ofsted Parent View questionnaire and free- text responses.  To evaluate the effectiveness of safeguarding, the inspectors: 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.

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Inspection team

Robert Grice, lead inspector His Majesty’s Inspector

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Inspection team

Jeff Cole 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 looked-after children, safeguarding and child protection.

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