Heron Academy

Heron Academy

Address: Heron Road, Herne Hill, London, SE24 0HZ Unique reference number (URN): 149331

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Inclusion Strong standard

This is a very inclusive school where every pupil is known, valued and supported. Leaders and staff hold high expectations for all pupils, and place wellbeing at the centre of their work. Staff receive regular training so they can meet pupils’ needs effectively and help them to access learning.

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Inclusion Strong standard

Leaders and staff identify changing or emerging needs quickly. They monitor pupils' progress closely and adapt support when needed. This careful approach ensures that pupils receive the right help at the right time. Staff build warm, trusting relationships with pupils, which helps them to feel safe, communicate confidently and engage positively in lessons. These positive relationships make a meaningful difference to pupils’ experiences and progress.

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Inclusion Strong standard

The school uses pupil premium funding thoughtfully. Leaders understand the barriers disadvantaged pupils face and plan support that addresses these challenges. Funding is used appropriating, including, for example, to provide high-quality teaching, targeted interventions and wider opportunities that help pupils to be successful. The school uses alternative provision appropriately. Pupils who are known, or previously known, to social care receive sensitive and effective support.

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Inclusion Strong standard

The school’s approach ensures that pupils’ needs are consistently met. Staff work together to create a community where pupils feel they belong and where every pupil can make progress, take part in wider experiences and develop the skills that they need for future success.

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Post 16 provision Strong standard

Leaders have a clear and accurate understanding of the post-16 cohort. The curriculum is ambitious and it is very closely tailored to students' needs and aspirations. Students learn the skills they need for the next stages of their lives and develop increasing independence. High-quality programmes of study include appropriate accreditations that prepare students for further education.

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Post 16 provision Strong standard

The school offers a wide range of learning experiences, including classroom-based study, school-based work experience and community activities. Teachers adapt their teaching skilfully to meet individual needs while recognising students’ growing maturity. This helps students to develop confidence and take greater responsibility for their learning.

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Post 16 provision Strong standard

All students take part in work experience. Placements are chosen carefully and staff prepare students well so they can make the most of each opportunity. Students benefit from the school’s clear careers guidance, including support with college applications and information shared at events, such as the careers fair.

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Post 16 provision Strong standard

Students thrive in the sixth form. Their safety, wellbeing and personal development remain priorities. Students make excellent progress and are very well prepared for later life. Staff

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Expected standard

are passionate about securing the best outcomes for students, with many students progressing successfully to further study at college.

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Achievement Expected standard

The school's carefully structured approach to learning ensures that pupils typically gain the knowledge and skills they need. This is especially clear in literacy, numeracy, the arts and life skills. As pupils move through the school, their foundational knowledge becomes increasingly practical and useful. Adaptations and support help pupils meet their individual targets and make progress from their starting points.

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Achievement Expected standard

Pupils are very well prepared for the next stages of their lives. They make suitable progress through the school's curriculum, attaining appropriate qualifications and developing the skills needed for future learning. Leaders recognise pupils’ individual talents and interests and adapt programmes so pupils can succeed. Support is effective and reduces barriers to learning, including for pupils with special educational needs and/or disabilities (SEND).

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Achievement Expected standard

Achievement is strengthened by the school’s focus on applying skills in real-life situations. Pupils practise communication, language and independence in both classroom and community settings. This approach helps pupils access the full curriculum and develop independence when learning.

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Attendance and behaviour Expected standard

Pupils' attendance is positive and pupils enjoy coming to school. Leaders and staff have a clear understanding of the factors that affect pupils' attendance. They work closely with pupils, families and external professionals to improve it when needed. This work is underpinned by practical help, guidance and regular communication. Some pupils face challenges linked to complex medical needs and leaders maintain contact during absences to support a smooth return when pupils are ready.

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Attendance and behaviour Expected standard

Relationships between pupils and staff are warm, respectful and trusting. Pupils are kind to each other and celebrate one another’s successes. Reports of bullying are very rare, and when concerns arise, staff address them quickly and effectively. Leaders take increasing care to ensure that sanctions are issued for behaviours that are not the result of pupils' needs. Leaders' improvement work has accurately identified this as a priority. Pupils follow routines well and show positive attitudes to learning. Staff use thoughtful adaptations, such as sensory breaks and flexible approaches to rewards, to help pupils to stay engaged. When pupils become distressed, staff respond calmly and respectfully while maintaining clear expectations. Praise is frequent and helps pupils build confidence and self esteem. Leaders and staff act as positive role models and create a culture where pupils feel safe, included and able to succeed with both their learning and behaviour.

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Curriculum and teaching Expected standard

The curriculum is designed carefully so pupils gain the knowledge and skills they need for the next stages of their lives. Leaders have created different pathways that match pupils’ learning needs and help them progress without limits. As pupils move through the school, their foundational knowledge builds steadily, helping them apply learning in meaningful ways.

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Curriculum and teaching Expected standard

Staff understand pupils’ barriers and help them overcome these skilfully through clear explanations, practical resources and well-chosen strategies. Teachers present information in ways that suit pupils’ individual needs, ensuring learning is accessible and engaging. Skills that pupils learn in the classroom are practised in the community, such as budgeting in lessons and then shopping with a set amount of money. These experiences help pupils to develop independence and prepare for life beyond school.

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Curriculum and teaching Expected standard

Pupils are engaged in lessons and respond well to the time staff give them to process information. Communication aids are always available, and staff support and motivate pupils to use them confidently. Staff also praise pupils frequently, which builds confidence and supports positive attitudes to learning. Staff also promote independence by guiding pupils to find answers rather than providing them straight away. While there are a small number of inconsistencies in how well teaching develops pupils' learning, leaders recognise this and are taking steps to address aspects that need strengthening.

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Leadership and governance Expected standard

Leaders understand the school’s context and pupils’ needs very well. They have a clear vision rooted in shared values and strong engagement with families. Leaders have focused on creating a safe, calm environment where pupils can learn, develop and feel secure. This approach has shaped the school’s recent improvement journey.

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Leadership and governance Expected standard

Leaders reflect openly on their work and take timely action to improve the school. They have a clear rationale for their priorities and communicate these effectively to staff. Leaders at all levels model high expectations and professionalism. Staff feel supported and value the school’s extensive professional learning programme, which helps them develop their expertise and meet pupils’ needs. Leaders are currently working on embedding approaches to evaluating the quality and impact of professional learning to maximise how well it responds to staff's and pupils' needs.

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Leadership and governance Expected standard

Relationships across the school are positive and respectful. Staff wellbeing is important to leaders, who work hard to create a culture of trust and shared purpose. Leaders work closely with other schools and the local authority to secure additional support for pupils with a high level of need.

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Leadership and governance Expected standard

Governors and trustees fulfil their statutory duties and are committed to the school. They understand the school well and provide appropriate challenge and support. They are clear about successes and the next steps to improve the school further. Governors have also strengthened how they share information and oversee provision, ensuring that decisions are well informed. Leaders place pupils at the centre of all decisions. They act in pupils’ best interests and ensure that the school continues to improve so pupils receive the best possible education and care.

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Personal development and wellbeing Expected standard

Pupils typically benefit from a wide range of opportunities that support their personal development and wellbeing. These opportunities are woven into daily routines and reflect leaders’ clear understanding of pupils’ needs, interests and aspirations.

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Personal development and wellbeing Expected standard

Preparation for next steps and adulthood is central to the curriculum. This enables pupils to grow into confident, responsible and well ‑ prepared young people. Pupils learn about relationships, personal rights, cultural diversity and staying safe online and offline. The personal, social, health and relationships curriculum is adapted carefully so that pupils understand key ideas in ways that make sense to them. Learning and pastoral support is tailored to pupils' needs. It helps pupils to express their feelings and understand their rights.

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Personal development and wellbeing Expected standard

Pupils learn how to stay safe physically and emotionally. Sensory-based learning and structured programmes help them to understand relationships and personal boundaries. Healthy habits are reinforced through daily routines, such as fruit at snack time and through physical activity and community engagement. Pupils take part in activities such as packing supplies for the local food bank, which helps them to understand responsibility and community contribution.

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Personal development and wellbeing Expected standard

The school provides an effective careers programme that begins in key stage 3. The programme focuses on life skills, transition preparation and next steps. Pupils explore future pathways through work experience, internal placements and external opportunities in key stages 4 and 5. This provides pupils with the key life skills, such as resilience and ambition. Pupils also attended a recent careers fair, which further strengthened their understanding of future pathways.

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Personal development and wellbeing Expected standard

A wide programme of enrichment activities broadens pupils’ experiences and builds independence. Pupils take part in the Duke of Edinburgh's Award, cultural visits, leadership roles and the student council. These experiences broaden horizons and build independence. All pupils participate in community-based activities, such as shopping and visiting local parks, which help them develop essential life skills. Pupils benefit from the school’s ambitious and inclusive offer, which supports their wellbeing and, overall, prepares them well for the future.

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What it's like to be a pupil at this school

Pupils enjoy being part of this school and feel welcomed, valued and understood. They build warm, respectful relationships with staff, who know them well and understand their special educational needs and/or disabilities (SEND). Staff use this knowledge to shape routines and daily practice so that pupils feel secure and ready to learn. Pupils take part in a wide range of learning, enrichment and community experiences that help them to grow in confidence and develop the skills they need for their next stages of life. Pupils benefit from being part of a caring community. They take on responsibilities such as helping in the library, supporting the café and keeping shared spaces tidy. These roles help them to develop independence and a sense of belonging. Behaviour is positive and poor behaviour is infrequent. Bullying is extremely rare and when it occurs it is dealt with firmly and supportively. When pupils find things difficult, staff respond calmly and skilfully so that

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What it's like to be a pupil at this school

pupils can regulate their emotions and return to learning quickly.

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What it's like to be a pupil at this school

Pupils feel safe in school. They attend regularly and like being at school. The environment is calm and supportive, which helps pupils become increasingly confident and independent. Staff adapt learning carefully so pupils can access lessons. As a result, pupils typically achieve well at all stages of their time in school. Pupils use a range of communication aids and strategies, and staff encourage them to use these confidently. Learning extends beyond the classroom, including, for example, with community visits, delivering food packages and practising travel skills. These experiences help pupils to apply what they learn in lessons and develop essential life skills.

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What it's like to be a pupil at this school

Pupils are extremely well prepared for their next steps. Older pupils enjoy being able to take part in work experience, a careers fair and the Duke of Edinburgh's Award activities. These opportunities help them to understand future pathways and build confidence and independence.

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Next steps

Leaders should strengthen and refine practice in applying sanctions as part of the school's approach to behaviour management. Leaders should continue their work to refine and strengthen the school's approaches to promoting pupils' learning and welfare, including through maintaining effective partnership working with external professionals, such as those in social care. Leaders should continue to embed processes that assure the quality of staff professional learning, particularly in relation to meeting the needs of staff and responding to pupils’ complex needs.

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About this inspection

This school is part of London South East Academies Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Sam Parrett, and overseen by a board of trustees, chaired by Denise James Mason.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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Pupils eligible for free school meals (FSM)

Inspectors spoke with school leaders, trust representatives including the CEO, the chair of the local governing body and governors during the inspection.

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Pupils eligible for free school meals (FSM)

The inspectors confirmed the following information about the school:

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Pupils eligible for free school meals (FSM)

The school caters for pupils with multiple learning needs as well as other co-existing special educational needs and/or disabilities. All pupils have an education, health and care plan.

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Pupils eligible for free school meals (FSM)

The school makes use of one alternative provision.

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Pupils eligible for free school meals (FSM)

The headteacher took up their post in 2022.

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Pupils eligible for free school meals (FSM)

The school has undergone significant changes since the last inspection. The school converted to become an academy in 2023. The predecessor school, The Michael Tippett School, was last inspected by Ofsted in November 2021.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years.

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational support needs at the school.

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What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care. services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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