Harris Primary Academy Beckenham

Inspection of a school judged Outstanding for overall effectiveness before September 2024: Harris Primary Academy Beckenham Manor Way, Beckenham, Kent BR3 3SJ

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Outcome

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

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Outcome

The principal of this school is Bethany Greenwood. 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), Daniel Moynihan, and overseen by a board of trustees, chaired by Philip Harris.

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What is it like to attend this school?

Pupils thrive at this welcoming and happy school. They cherish the exceptional education they receive, and the multiple enrichment activities provided. Pupils build excellent relationships with each other and with staff. Pupils know they are kept safe. They can name different members of staff they would talk to if they had a concern. They trust staff to deal with their worries swiftly.

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What is it like to attend this school?

Pupils’ behaviour is a pleasure to observe. They are polite and respectful to staff and other pupils. Pupils take part in their lessons with enthusiasm. They listen carefully to staff and each other. They work collaboratively, discussing their thoughts and ideas and solving problems together.

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What is it like to attend this school?

The school has consistently high expectations of pupils. It has crafted a rich and ambitious curriculum. Pupils enjoy their learning and produce work of a high quality across the curriculum. Pupils leave Year 6 very well prepared for secondary school.

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What is it like to attend this school?

Pupils benefit from a wide range of extra-curricular activities. They visit museums and galleries and enjoy workshops in the school. These include theatre groups and sculpture art experiences. They are proud of the contributions they make to school life, such as the ‘travel ambassadors’ who encourage safe and eco-friendly travel to school. 1 and 2 July 2025

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

The school has built the curriculum to develop pupils into lifelong learners. It helps them to build a body of knowledge that prepares them very well for their next stage of education. Learning is connected across different subjects. Pupils experience diverse texts that are linked to the curriculum. The school ensures that there is progression of skills and knowledge running through subject curriculums. For example, in Reception, pupils learn about Mary Anning and can talk about how she discovered different fossils. By Year 5, pupils are debating if artefacts from the Benin Empire should be returned to Nigeria.

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

At the start of learning, staff remind pupils of prior content before expertly building on it. Staff carefully check and address any gaps in pupils’ understanding. Their excellent subject knowledge allows them to correct any misconceptions quickly when they arise. There is a strong focus on oracy running through the teaching. Pupils are taught to express themselves clearly and to use subject-specific vocabulary. For example, pupils discuss the different forces acting on an object in practical science experiments.

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

The school has made learning to read a top priority. Staff deliver the chosen phonics scheme skilfully and consistently. Pupils can blend sounds to read words. They read books carefully matched to those sounds. If any pupils are struggling, they receive support, so they quickly catch up with their peers. Older pupils can discuss characters and events in texts. Pupils learn to write in different styles, including constructing poems based on the text they studied.

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

Pupils appreciate the support they receive from staff to improve their work. This includes teachers checking that they have understood instructions. Pupils shared specific advice they had received and the difference it made to improving their work.

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

The identification process for pupils with special educational needs and/or disabilities (SEND) is swift and rigorous. Pupils with SEND are supported to access the full curriculum through appropriate adaptations. Staff liaise with external professionals to offer additional advice where needed. Pupils’ needs are met securely, and they achieve well.

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

The school has clear routines for behaviour. Pupils’ attitudes to learning are typically exceptional. In lessons, they concentrate hard and work diligently. They move around the school sensibly and play together cooperatively in the playground.

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

Provision for pupils’ personal development is a strength of the school. A wide variety of enrichment activities is available and appreciated by pupils. They enjoy a choice of after- school clubs, such as lacrosse, yoga, and art. The school has meticulously designed a range of wider development opportunities that prepare pupils for life in modern Britain. Pupils show respect for different beliefs and opinions. They recognise how this contributes to the inclusive nature of the school. Pupils also learn to discuss and debate ethical issues, including talking about how different people experience discrimination in modern Britain. 1 and 2 July 2025

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Leaders and trustees are dedicated to continual improvement and are constantly seeking ways to refine the school’s offer. Staff are proud to work at the school. They appreciate the training they receive. They feel supported by leaders and know that their workload and well-being are taken into consideration when decisions are made. Governors and trustees are knowledgeable about the school’s work. They provide leaders with well- informed support and challenge.

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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 June 2018.

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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. 1 and 2 July 2025

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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). 1 and 2 July 2025

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School details

Website www.harrisprimarybeckenham.org.uk

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School details

Date of previous inspection 6 October 2020, under section 8 of the Education Act 2005

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Information about this school

 This school is part of the Harris Federation, which is a multi-academy trust.  The school does not currently use any alternative provision for its pupils.

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Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s education provision.  The inspector discussed any continued impact of the pandemic with the school and has taken that into account in their evaluation of the school.  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. 1 and 2 July 2025

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 The inspector spoke with the headteacher, senior leaders and subject leaders. The inspector also held meetings with the members of the local governing body and the trust.  The inspector visited a sample of lessons, spoke to some pupils about their learning and looked at samples of pupils’ work.  The inspector considered the responses to Ofsted’s online surveys completed by parents and carers, pupils, and staff.  The inspector looked at a sample of the school’s policies and records, including those related to behaviour, attendance, and pupils’ wider development.

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Inspection team

Eleanor Ross, lead inspector His Majesty’s Inspector 1 and 2 July 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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