Harris Primary Academy Kenley

Inspection of Harris Primary Academy Kenley 51 Little Roke Road, Kenley, Surrey CR8 5NF

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The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Early years provision Outstanding Previous inspection grade Outstanding

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Until November 2020, the school was exempt from routine inspection because it was judged as outstanding for overall effectiveness at its previous inspection under section 5 of the Education Act 2005. The school has not been inspected under section 5 of the Act since June 2015. Since September 2024, schools have not been awarded an overall effectiveness grade.

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The principal of this school is Alice Bryson. This 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 the chief executive officer (CEO), Dan Moynihan, and overseen by a board of trustees, chaired by Philip Harris. 10 and 11 June 2025

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What is it like to attend this school?

Pupils learn to be respectful, responsible and to make positive choices here. They are kind and confident in overcoming challenges. Pupils are safe and happy.

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What is it like to attend this school?

The school has very high academic expectations. Pupils meet these. This is reflected in pupils’ excellent attainment in published examinations at the end of Year 6.

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What is it like to attend this school?

Charity fundraising and frequent involvement in the local community teaches pupils the importance of helping others. For example, pupils in Year 3 litter pick in the local area and pupils in Year 6 write to elderly residents at a local care home.

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What is it like to attend this school?

The school organises meaningful pupil leadership opportunities. These experiences develop pupils’ sense of responsibility. The school council makes decisions that benefit the school. ‘Eco-warriors’ lead recycling activities. The popular chatterbox club gives pupils space to speak about how they feel and supports their mental health.

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What is it like to attend this school?

Pupils love the many educational visits that the school organises. These visits bring the curriculum to life for pupils. For instance, pupils in Year 2 visited a castle to understand how the Tudors lived and pupils in Year 3 attended a farm to learn about the Bronze Age. Pupils in Year 5 develop their teamwork skills and resilience during a residential visit.

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

The school has designed a very ambitious curriculum. Pupils develop knowledge and skills that go beyond the ambition set out in the national curriculum. For example, pupils learn to speak French from the early years and by Year 6 they produce high-quality written work in this language. The curriculum builds pupils’ skills steadily. In the Nursery, children master basic arm movements. By the end of Reception, children can cut out shapes safely with accuracy and control. One parent or carer, typical of many, said: ‘My child is stretched and enjoys the wide-ranging curriculum.’

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

Teachers have excellent subject knowledge. They explain new information very clearly and support pupils to practise and master new curriculum content. Teachers ensure that pupils clearly understand what they have been taught. When teachers identify that pupils have not securely remembered what has been taught, they systematically re-teach and re-visit any important knowledge. This embeds knowledge very securely in pupils’ memories. For example, in mathematics, teachers explain how to solve problems with precision. They ensure that pupils fully understand what has been taught before providing pupils with many opportunities to grasp deeply what they have learned.

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

Pupils have strong recall of the important knowledge and skills that they learn throughout their time at the school, across subjects. For example, pupils use literary techniques stylistically to compose exciting stories. In the early years, children develop the language and communication skills that they need, such as listening and asking questions, in preparation for their learning in Year 1. 10 and 11 June 2025

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The programme for teaching pupils to read is very well organised. Pupils are taught to read from the beginning of Reception. Lessons provide many opportunities for pupils to practise what they have been taught. Pupils routinely read for pleasure throughout their time at the school. Those who need help to catch up with their peers are very quickly identified. Teachers then provide careful and targeted support so that these pupils catch up quickly. As a result, pupils achieve very well in phonics.

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Pupils with special educational needs and/or disabilities (SEND) successfully learn the same ambitious curriculum as their peers. The school identifies any emerging needs that pupils have. Teachers then support pupils with SEND expertly and adapt teaching and resources so that barriers to learning are removed and pupils with SEND achieve their best.

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Pupils understand the school’s high behavioural expectations. They conduct themselves exceptionally well in class and during breaktimes. Any poor behaviour is managed swiftly and fairly by the school. In class, pupils listen intently to staff, support one another’s learning and do not disrupt learning. They support each other sensitively to behave at their best. Older pupils who are ‘play leaders’ help younger pupils to play together during break times. The school has very clear expectations of pupils’ attendance and pupils attend school very regularly.

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The school organises a wide variety of popular clubs during and after the school day. The school ensures that pupils participate in its exceptional personal development programme. This successfully develops pupils’ talents and interests. Activities include coding clubs for younger and older pupils, junk modelling and taekwondo. The ‘Kenley 10’ enables pupils to take part in activities beyond the curriculum, including visits to the library and the theatre.

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Those responsible for governance ensure that staff are treated fairly and with respect. Staff workload and well-being are prioritised in leaders’ decision-making. The governing body and leaders engage with parents and regularly act on parental feedback. For example, they have increased the number of clubs available for pupils.

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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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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). 10 and 11 June 2025

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School details

Dates of previous inspection 23 and 25 June 2015, under section 5 of the Education Act 2005

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Information about this school

 The school uses one unregistered alternative education provider.  The school is part of the Harris Federation.

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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. 10 and 11 June 2025

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 This was the first routine inspection the school received since the COVID-19 pandemic began. The inspectors discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school.  During the inspection, the inspectors met with the principal and other senior leaders. The inspectors met with leaders with responsibility for pupils with SEND, safeguarding, behaviour, attendance, pupils’ wider development and the early years.  The lead inspector met with a representative of the trust and the chair of the local governing body.  The inspectors carried out deep dives in these subjects: mathematics, early reading, French and geography. 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.  The inspectors also discussed the curriculum in some other subjects.

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 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.  The inspectors considered the respective responses to Ofsted’s online surveys for parents, staff and pupils.

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Inspection team

Guy Forbat, lead inspector His Majesty's Inspector

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Inspection team

Joshua Levenson Ofsted Inspector 10 and 11 June 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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