Harris Primary Academy Purley Way

Inspection of a school judged outstanding for overall effectiveness before September 2024: Harris Primary Academy Purley Way 47 Propeller Crescent, Croydon, Surrey CR0 4FE

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Outcome

Harris Primary Academy Purley Way has taken effective action to maintain the standards identified at the previous inspection.

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Outcome

The head of the academy is Oscar Sanders. The school is part of Harris Federation, which means other people in the trust also have responsibility for running the school. The trust is run by chief executive officer (CEO), Sir Daniel Moynihan, and overseen by a board of trustees, chaired by Lord Philip Harris.

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What is it like to attend this school?

The school has high aspirations and expects pupils to be as aspirational for themselves. Pupils align to these aspirations, and they achieve exceptionally well academically and personally.

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What is it like to attend this school?

Pupils take responsibility for themselves, their school and wider community. For example, Sports Champions maintain and keep equipment safe. Personal, social, and health education Champions ensure that pupils are kind to one another and have someone to play with. Pupils attend to their learning enthusiastically and with self-discipline. They understand and value the importance of learning. Pupils are highly respectful of different needs, cultures and backgrounds. As a result, they are kind, and behaviour in classrooms and around school is calm.

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What is it like to attend this school?

The school nurtures pupils’ understanding of what it means to be a responsible person. Pupils learn about careers. They are encouraged to be ambitious for their futures. Pupils are taught the importance of different subjects and how these influence future employment or university courses. Pupils develop their sense of responsibility and empathy by visiting residential care homes. They sing carols at local supermarkets to raise money for charity. Pupils attend workshops on the dangers of knife crime, road safety and how to travel independently. This helps them to feel safe and protected. 23 and 24 April 2025

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

A culture of learning permeates the school. Children in the early years learn routines right from the start. Pupils are considerate of their own and others learning. Lessons are delivered uninterrupted. Pupils respect and value knowing and remembering more. They want to do their best.

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

The school has a well-constructed and carefully mapped curriculum. This sets out the key knowledge, skills and vocabulary that pupils need to know over time. Intertwined within this are rich and diverse experiences and core texts. This helps further enhance pupils’ sense of belonging and understanding the differences of others.

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

The school works closely with the trust’s curriculum and subject experts. They support staff to strengthen their subject knowledge and teaching expertise. Staff apply the training and advice they receive from the trust very effectively. This ensures teaching approaches are well embedded and highly effective across the school.

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

Staff ensure pupils have a secure understanding before they move on to more complex work. They check precisely and routinely what pupils know and remember. Pupils have many opportunities to practise, rehearse and build on what they know and can do. Staff address and correct misconceptions when they arise. As a result, pupils develop a deep subject knowledge base across the curriculum.

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

From Reception, children are taught systematically the sounds that letters make and they remember them well. Staff have the relevant training and expertise. This enables them to deliver the school’s phonics and early reading curriculum highly effectively. The processes to identify and address gaps in pupils’ reading knowledge are well embedded. Pupils are provided with the support and strategies they need to decode unfamiliar words. Consequently pupils catch up quickly. This contributes to pupils becoming confident and fluent readers.

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

The school swiftly identifies the needs of pupils with special educational needs and/or disabilities (SEND). Staff collaborate with SEND experts and other professionals. They ensure that the staff team has the expertise to make adaptations to learning and provision where needed. This enables pupils access the same curriculum, or an appropriate curriculum for their needs.

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

The school provides a wide choice of clubs that develop pupils’ interests and nurture their talents. This includes ballet, Zumba and martial arts. Pupils have the opportunity to learn and play instruments such as the violin and steel pans. The school offers experiences that help strengthen pupils' confidence and resilience. Pupils can attend a range of competitions, such as pentathlons and competitive problem-solving quizzes. All pupils take part in productions or performances. For example, they are proud to sing at the Royal Opera House or take part in end of year productions. 23 and 24 April 2025

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Typically, pupils attend school regularly. Where attendance at school falls below expectations, the school works in partnership with parents, carers and external professionals. It finds and applies solutions to improve attendance. As a result, attendance rates for those pupils increases over time.

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The governing body and federation assure themselves of the school’s effectiveness well. They scrutinise and challenge the actions of school leaders. Staff receive regular and valued training and well-being initiatives. Staff appreciate the support they receive. Staff are proud to work at this school.

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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 outstanding 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 outstanding for overall effectiveness in July 2019.

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How can I feed back my views?

You can use to give Ofsted your opinion on your child's school, or to 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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You can search for published performance information about the school.

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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). 23 and 24 April 2025

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School details

Website www.harrisprimarypurleyway.org.uk

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School details

Dates of previous inspection 9 and 10 July 2019, under section 5 of the Education Act 2005

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Information about this school

 The school is part of the Harris Federation.  The school does not currently use any alternative provision.  The school operates and manages a breakfast and after school club.

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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 his evaluation of the school.  The inspector held meetings with the head of the academy, the assistant director and other members of the senior leadership team. 23 and 24 April 2025

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 The inspector visited a sample of lessons, looked at samples of pupils’ work and spoke to some pupils about their learning.  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 spoke with members of the local governing body, including the chair of governors. The inspector also spoke with the primary director.  The inspector spoke with staff about their workload and well-being. He also took account of the responses to Ofsted’s online survey for staff.  The inspector looked at a range of policies and documentation relating to pupils’ welfare and education. He observed pupils’ behaviour during lessons and around school.  The inspector took account of the responses to Ofsted Parent View, including the free-

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text comments.  The inspector spoke with groups of pupils about their experiences at school and considered the responses to Ofsted’s pupil survey.

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Inspection team

Kieran Bird, lead inspector His Majesty's Inspector 23 and 24 April 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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