E-ACT Hareclive Academy

Hareclive E-ACT Academy

Address: Moxham Drive, Hartcliffe, Bristol, Bristol, BS13 0HP Unique reference number (URN): 143403

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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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Attendance and behaviour Expected standard

Leaders have taken great strides to improve pupils’ attendance that has been stubbornly below the national average overtime. They monitor attendance closely and follow up any absences swiftly. Leaders and staff have built positive relationships with pupils and families to provide both support and challenge around the importance of coming to school. Leaders provide individualised support for those pupils who need it, including those who are vulnerable, to ensure that they are kept safe and given the support they need to attend school. As a result of the school’s work, attendance is rapidly improving towards being closer to the national average.

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Attendance and behaviour Expected standard

A reset in the school’s approach to behaviour at the start of the year has re-established high expectations that staff maintain and reinforce across the school. This is led by leaders who act as highly positive role models. Pupils know these expectations well and show positive attitudes to their learning and while moving around the school. Staff quickly redirect any off- task behaviour to ensure that lessons are rarely impacted by low-level disruption. The school has successfully reduced the number of suspensions through the development of staff expertise. This ensures that pupils who may struggle to manage their behaviour are given the individualised support they need to be successful. Pupils have no concerns about bullying and know that staff will deal with their worries quickly.

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Early years Expected standard

Leaders prioritise children getting all the support they need to get off to a positive start to their education. The school’s curriculum makes it clear what children should learn across the curriculum areas. The school recognises that many children arrive with low starting points with gaps in the prime areas, such as in communication and language. As a result, the curriculum is rooted in ensuring that children learn in a language rich environment full of stories and lots of opportunities to practise new vocabulary.

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Early years Expected standard

Staff plan well-considered activities to meet the ambition of the curriculum which enable children to deepen their understanding. Children generally access learning tasks with sustained interest and engagement. They confidently share their learning with others, such as explaining the different parts of a plant. Typically, staff interactions help children to deepen their learning or to seek out those children who prefer to be on their own. Warm relationships between staff and children help children to feel safe and secure in their environment.

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Early years Expected standard

Children have regular opportunities to practise their new learning, including in reading, writing and early mathematics. Staff check carefully how well children are learning the curriculum and provide regular support to those children who have gaps in their knowledge. This ensures that children are well prepared for key stage 1.

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Inclusion Expected standard

The school has clear systems to identify pupils with any barriers to learning or additional needs. It uses a wide range of assessment tools to ensure that pupils' needs are well understood. As a result, staff are clear on the support pupils need, including those who are disadvantaged, those with special educational needs and/or disabilities (SEND) and pupils who are known to social care.

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Inclusion Expected standard

Since the last inspection, the school has worked on strengthening the support in place for pupils with SEND. Leaders have trained staff to develop their expertise in supporting these pupils. As a result, pupils typically get the support they need to access the curriculum. Leaders work with staff to develop learning plans that generally show precision in identifying and supporting barriers to learning. Leaders track the support in place to ensure that they have a clear oversight of how well these pupils are learning. They use this information to refine the help pupils receive to respond to their emerging and changing needs.

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Inclusion Expected standard

The school has a well-considered approach to supporting disadvantaged pupils in receipt of additional funding that is rooted in evidenced based strategies. This work is having an impact, particularly on improving the attendance of disadvantaged pupils.

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Leadership and governance Expected standard

Leaders, including the trust, have supported the school through a period of change. They have skilfully managed the challenges of essential building work and ensured the school has remained focused on pupils’ education without distraction. They have acted quickly to address weaknesses. This work is having an impact, particularly around improvements in attendance and the reduction of suspensions. This enables pupils to benefit more from the school’s curriculum and wider support. Leaders have prioritised the right areas and they know clearly where there is further work to do.

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Leadership and governance Expected standard

Leaders have united staff in acting in the best interests of pupils, particularly in meeting the needs of the high proportion of disadvantaged pupils who attend the school. Positive relationships have been strengthened with families to work together to support the pupils that attend. Parents and carers speak highly of the school, particularly those that have required individualised support from the school where staff have gone above and beyond to help families.

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Leadership and governance Expected standard

Staff are positive about the direction of the school, and they are proud to make a difference in Hareclive. They value the training they receive to help them fulfil their roles, including from trust experts, such as in supporting pupils with special educational needs and/or disabilities.

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Leadership and governance Expected standard

Those responsible for governance have an accurate view of the school. The trust has clear systems in place to ensure that trustees are given the information they need to hold leaders to account to fulfil their statutory duties. They have a strategic oversight of the school’s direction to ensure the school benefits from the support it needs.

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Personal development and wellbeing Expected standard

The school provides a broad and well sequenced personal development programme that supports pupils’ wellbeing, character and understanding of the wider world. The personal, social, health and education curriculum underpins the school’s offer, which has been adapted to reflect pupils’ diverse backgrounds and the school community. As a result, pupils are prepared well for life beyond the school. They are taught how to keep themselves safe, including when online. Pupils have an age-appropriate understanding of the relationships, sex and health education curriculum, including the importance of healthy relationships and consent.

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Personal development and wellbeing Expected standard

Pupils know the fundamental British values. They learn about right from wrong to develop their moral compass alongside the school’s values of respect, resilience and responsibility. They understand the range of protected characteristics and are committed to ensuring that equality is an important part of their school. Pupils learn about cultural diversity to be prepared for life in modern Britain through their learning about different religions. However, some pupils struggle to recall this in depth.

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Personal development and wellbeing Expected standard

Pupils have a range of opportunities and experiences to develop their talents and interests. They value highly the wide range of clubs, such as gardening, sewing and fashion. The uptake of clubs is high and leaders track attendance carefully to identify and support those that have barriers to attending this extensive offer. This ensures that all pupils benefit, including those who are disadvantaged. The school works with wider organisations, including charities, to enrich the curriculum. For example, career days broaden pupils’ horizons and raise aspirations.

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Personal development and wellbeing Expected standard

Leaders prioritise the pastoral support in place for pupils. This includes help from well- trained school staff, and from external mental health services. Targeted interventions, dedicated spaces and lunchtime groups help pupils to settle and feel secure. Pupils know how to seek help independently and trust adults to help them with any of their worries.

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Achievement Needs attention

There is too much variability in how well pupils are learning, including for some pupils who are disadvantaged or who have special educational needs and/or disabilities. Consequently, some pupils are not well prepared for their next stage. Leaders have taken steps to address weaknesses in the curriculum. For example, a refined approach to the teaching of mathematical fluency is improving pupils’ performance in the multiplication tables check. However, there is more to do. Some pupils have not developed an appropriate depth of knowledge across subjects. While they recall some recent learning more securely, they struggle to make links with what they have learned before.

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Achievement Needs attention

Leaders have prioritised ensuring that children in the early years make secure progress, especially for those children who arrive with very low starting points. This prepares children well for Year 1, particularly in early reading. As a result, pupils learn to read well as reflected in outcomes in the phonics screening check that are close to the national average overtime.

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Curriculum and teaching Needs attention

The quality of teaching is variable. Some staff do not have a secure enough understanding of the curriculum or the most effective strategies to teach it consistently well. Leaders have started to strengthen staff expertise, such as implementing a more consistent approach to teaching. However, this work is in its early stages. Consequently, some pupils are not building their knowledge securely based on what they know and remember.

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Curriculum and teaching Needs attention

Teachers do not consistently check pupils’ understanding with enough precision. As a result, teaching does not routinely identify and address gaps in knowledge or provide sufficient challenge for pupils who are ready to deepen their understanding. On occasion, the curriculum is not adapted well enough to provide the additional support some pupils need, including for some pupils with special educational needs and/or disabilities.

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Curriculum and teaching Needs attention

The school has established a broad and ambitious curriculum across subjects that prioritises the development of language and vocabulary. The teaching of phonics is a strength of the school. Well-trained staff teach the phonics programme consistently well. Staff check carefully how well pupils are learning to read and provide support for those pupils who need it, particularly those pupils that are struggling to keep up.

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

Pupils enjoy coming to this welcoming and inclusive school. Leaders promote a deep sense of belonging for pupils making this school a happy place to be. This work is rooted in warm and positive relationships between pupils and staff. Pupils want to do well and value greatly the praise they gain for doing the right thing. As a result, they behave well and learn in a calm and orderly environment. Staff identify quickly any barriers to learning, including for the high proportion of pupils who are disadvantaged or have special educational needs and/or disabilities.

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

Children in the early years get off to a successful start. Any gaps in their knowledge are swiftly identified and supported to ensure that these children are ready for their next stage. However, further up the school, some pupils are not learning some aspects of the curriculum as well as they should. Leaders have an accurate view of this and the areas that need to improve. They are supporting the teaching of the curriculum to ensure that pupils across the school learn well. However, this work is in its early stages and it is too soon to see the full impact. As a result, some pupils are not well prepared for their next stage of learning.

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

Pupils feel safe and included. They know that adults will help them if they have any concerns, including around bullying, which is reported to be rare. Pupils enjoy social times with their friends where they share everyone is included. They are supported to be responsible, including through their leadership roles. Pupils lead ‘Room 13’ through planning its finances and running the shop alongside the artist in residence. This is a much loved space in the school that develops pupils’ talents and interests in the arts.

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Next steps

Leaders should continue to support staff in developing their expertise and subject knowledge of the curriculum and check that teaching consistently enables all pupils to achieve well from their starting points across the curriculum. Leaders should improve the use of assessment so that misconceptions are addressed quickly and learning tasks are adjusted to help pupils to build their knowledge securely across subjects.

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About this inspection

This school is part of E-ACT multi academy 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), Tom Campbell, and overseen by a board of trustees, chaired by Lord Jim Knight.

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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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About this inspection

Inspectors spoke with the headteacher, other senior leaders, trust leaders and school staff during the inspection. The lead inspector met with the chair of the trust board.

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About this inspection

Inspectors considered responses to the online survey, Ofsted Parent View, including free- text comments, and spoke to some parents. Inspectors considered the responses to Ofsted’s staff survey. There were no responses to Ofsted’s pupil survey.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The current headteacher became substantive headteacher in September 2025.

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About this inspection

The school currently uses no alternative provision.

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About this inspection

There is a before-school club for pupils who attend the school.

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Team inspectors:

Claire Mirams, Ofsted Inspector Andrew Lovett, Ofsted Inspector

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Facts and figures used on inspection

This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place.

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Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 30 June 2026

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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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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last 6 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 needs support 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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Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics measure.

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average

2022/23 (final) 55% 60% Close to average

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

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average

2024/25 (final) 40% 47% Close to average

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national average

2023/24 (final) 53% 46% Close to average

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national average

2022/23 (final) 45% 44% Close to average

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

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average

2023/24 (final) 71% 62% Close to average

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

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average

2024/25 (final) 50% 59% Close to average

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average

2023/24 (final) 59% 58% Close to average

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average

2022/23 (final) 50% 58% Close to average

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics.

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average

2023/24 (final) 53% 59% Close to average

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average

2022/23 (final) 48% 59% Close to average

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

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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.

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Urgent improvement

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

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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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