Harris Science Academy East London

Inspection of Harris Science Academy East London Three Mill Lane, London, E3 3DU

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

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Previous inspection grade Not previously inspected under section 5 of the Education Act 2005

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The principal of this school is Dan MacPherson. This 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 (CEO), Sir Daniel Moynihan, and overseen by a board of trustees, chaired by Lord Philip Harris. There is also an executive principal, Lisa Kattenhorn, who is responsible for this school and one other. 29 and 30 April 2025

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What is it like to attend this school?

This is a school with big ambitions. It realises these in a highly effective manner. The school is determined to ensure that its pupils receive the best education. It focuses well on making sure pupils are supported to progress successfully to the next stage of their education. Pupils learn and extensively demonstrate the ‘GRACE’ values of growth, responsibility, ambition, compassion and excellence. Parents and carers comment positively about the school. They appreciate the guidance and help that the school provides for its families and pupils.

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What is it like to attend this school?

The school has developed a highly ambitious curriculum. Pupils, including those who are disadvantaged, are supported to learn this broad and diverse curriculum very well. This is demonstrated by pupils’ achievements in GCSE examinations.

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What is it like to attend this school?

Behaviour in lessons and around the school is exemplary. Pupils are kind. Their behaviour supports their learning and personal development, as well as the wider school community. Pupils feel safe and are kept safe at the school.

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What is it like to attend this school?

Character development runs through all that happens at this school. Pupils take part in a wide range of clubs and visits that give them opportunities they might not otherwise experience. These include residentials and visits to the theatre and museums. Activities such as debating and public speaking support pupils to develop important life skills.

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

The school has designed a curriculum to support pupils to do their very best. It has the English Baccalaureate at the heart of it. Pupils learn this curriculum extremely well. This is because the school has constructed a curriculum which ensures that pupils build upon secure prior knowledge. There are a small number of subjects in which published outcomes do not reflect the exceptional quality of education that the school provides. The school has taken effective action to ensure that pupils also learn these subjects extremely well.

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

The school routinely evaluates the impact of the curriculum across year groups and subjects. It acts incisively to make sure that it sustains excellent support for pupils’ learning. This work is particularly focused in the sixth form, where the school is further increasing the breadth of the academic curriculum. This is because, at present, the sixth- form provision, including the subjects and extra-curricular activities on offer, does not fully support students’ progression into the next stages of their education.

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

Teachers use well understood routines to check pupils’ understanding. They quickly address any misconceptions that pupils may have. This means that pupils’ future learning is built upon strong foundations. It also helps pupils understand their strengths and know what they need to do to get better in the subjects they are studying.

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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 supported to learn the curriculum well. Additional needs are identified quickly and with precision when pupils join 29 and 30 April 2025

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the school. The school provides appropriate support, in and outside of lessons, to ensure that pupils are learning the curriculum. When appropriate, teachers adapt lessons to support pupils with SEND in successfully building their knowledge alongside their peers.

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The school has introduced a new behaviour system. Staff, pupils and parents all recognise that this has resulted in very positive improvements around the school. Pupils are kind and polite. They support each other maturely in their learning in lessons. The school’s high expectations are well understood by all and cultivate a highly positive learning environment. The school’s excellent work with pupils, families and relevant agencies enables pupils to improve their attendance when needed. This has had, and is having, a strong positive impact.

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The whole curriculum is used to foster pupils’ personal development and welfare. Different curriculum strands are thoughtfully brought together to provide excellent all- round provision. The school has placed a high importance on supporting pupils to become the leaders of tomorrow. Pupils have a strong understanding of fundamental British values. They learn the skills and empathy to become successful citizens of the world. The school is resolute in its work to make sure that its pupils, including the most disadvantaged, benefit from this strong offer. One of the exceptional strengths of this offer is the attention and care put into supporting every pupil as an individual and nurturing success in their future ambitions.

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Pupils receive strong careers guidance. They also value the opportunities they have to undertake a leadership role, such as being a member of the student council. Sixth-form students appreciate the work the school is doing to develop their experiences further such as widening advice about careers and broadening the scope of leadership roles.

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The school completes extensive work to support staff to develop professionally. Staff feel very well supported by leadership. They appreciate the work done to support their well- being.

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Leadership at all levels has worked extremely effectively to transform the experiences of pupils at this school rapidly.

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The trust and governing body provide strong support and guidance to the school.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 Currently, the sixth-form offer, both for academic learning and wider development, is not as broad as is needed to enable students to excel. This means that sometimes students are learning a curriculum that does not best support the next stages of their 29 and 30 April 2025

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education. Therefore, the school should continue its work to increase the breadth of the academic curriculum and the rich set of experiences to promote students’ outcomes.

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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). 29 and 30 April 2025

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Website www.harrisscienceeastlondon.org.uk

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Dates of previous inspection Not previously inspected

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Information about this school

 The school is part of the Harris Federation.  Harris Science Academy East London joined the Harris Federation in September 2022. When the predecessor school, East London Science School, was inspected by Ofsted in 2021, it was judged to be inadequate for overall effectiveness.  A new leadership team was established in the school in September 2022.  The school uses two registered alternative provisions.  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. 29 and 30 April 2025

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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 (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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Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s education provision.  Inspectors discussed any continued impact of the pandemic with the school and have taken that into account in their evaluation of the school.  The inspectors met with the CEO, trustees and governors, the executive principal, the principal, other senior members of staff and representatives from the trust.  Inspectors carried out deep dives in these subjects: classics and Latin, English, history and science. 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 also discussed the curriculum in some other subjects.  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

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Information about this inspection

the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  The inspectors considered the views of parents shared through Ofsted’s online survey, Ofsted Parent View, including the free-text comments. Inspectors gathered the views of pupils and staff through Ofsted’s online pupil and staff surveys, as well as through discussions conducted throughout the inspection.

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Inspection team

Luke Stubbles, lead inspector His Majesty’s Inspector

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Inspection team

Jennifer Bax Ofsted Inspector 29 and 30 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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