Harborne AcademyOfsted report card, 9 Sept 2026

Harborne Academy

Address: Harborne Road, Edgbaston, Birmingham, West Midlands, B15 3JL Unique reference number (URN): 136213

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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 Strong standard

Leaders consistently prioritise attendance. They monitor attendance closely so that they can quickly identify barriers and take appropriate action. Leaders' work has sustained high attendance over time, including for pupils who find it more difficult to attend regularly. Leaders work closely with families to understand their circumstances and provide the right support. Leaders have created a school where pupils want to be. Pupils understand why regular attendance matters and value being in school. As a result, attendance is consistently above the national average, including for disadvantaged pupils and those with special educational needs and/or disabilities.

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Attendance and behaviour Strong standard

Leaders have developed a culture of high expectations, respect and kindness. This means that pupils feel a strong sense of belonging. Pupils are always polite and respectful to staff, peers and visitors. They rarely need reminding of how to behave and, on the rare occasions they do, pupils respond swiftly and courteously. The school's rules and routines are understood and followed by all. Behaviour is well managed, and bullying is rare. Any form of discrimination, harassment, abuse or violence is extremely rare. If this does happen, leaders deal with it swiftly and effectively. Pupils who need support in managing their behaviour receive it.

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Achievement Expected standard

On the whole, pupils achieve well and make progress through the curriculum. Outcomes at the end of key stage 4 examinations are in line with national averages. This includes disadvantaged pupils, who typically achieve well. This prepares all pupils, including those with special educational needs and/or disabilities (SEND), for their next steps in education, employment and training.

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Achievement Expected standard

Pupils produce work that is of a typically high standard. This includes disadvantaged pupils, pupils with SEND and pupils who speak English as an additional language. Pupils remember what they have been taught. This helps them build knowledge over time. Pupils build secure knowledge and skills, including foundational skills in writing and mathematics. Those who are still securing foundational knowledge receive appropriate support. This helps them to address gaps in knowledge and keep up with their peers. Pupils generally improve their reading. This support enables pupils to access the curriculum effectively, making progress from their starting points.

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Curriculum and teaching Expected standard

Leaders have an accurate and informed understanding of the quality of the curriculum and teaching. The curriculum is broad, balanced and ambitious. Leaders have planned and sequenced the curriculum carefully so that pupils build their knowledge and skills over time. They have focused particularly on developing pupils' vocabulary. Across subjects and year groups, teachers introduce important words and explain them clearly. This helps pupils understand new ideas and use subject-specific language with growing confidence. Leaders ensure that pupils are taught by subject specialists. They also provide opportunities for teachers to strengthen their subject knowledge and expertise. This helps to improve the quality of education pupils receive.

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Curriculum and teaching Expected standard

Teachers mostly explain new information clearly and precisely, although this is not consistent across the school. They connect new learning to what pupils already know. This helps pupils build their knowledge over time. Teachers regularly check pupils' understanding and use this information to address misconceptions and inform future learning. Leaders identify gaps in pupils' foundational knowledge and ensure that targeted teaching helps them catch up quickly. Leaders ensure that all pupils, including those with special educational needs and/or disabilities, can access the curriculum. Additional adults work closely with teachers to help pupils understand their learning and participate fully in lessons.

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Inclusion Expected standard

Leaders have high expectations for all vulnerable pupils. Leaders and staff know their pupils well and understand their individual barriers. Families have confidence that their children are well understood and supported. Leaders ensure pupils benefit from the right external support and share professional information with staff. Strategies for pupils with special educational needs and/or disabilities typically reduce barriers to learning and wellbeing. These pupils attend school regularly and access the same ambitious curriculum as their peers. Pupils who speak English as an additional language receive quality support and adaptations.

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Inclusion Expected standard

Leaders track and monitor the provision that vulnerable pupils receive. This generally helps leaders to adapt their approach when needed. Leaders ensure there is a range of additional support for pupils. They are developing more effective ways to understand the impact of these measures. Leaders make effective use of pupil premium funding to meet the needs of disadvantaged pupils. As a result, these pupils attend regularly and achieve well. Pupils who are known to social care receive high-quality support and guidance. Leaders work closely with virtual schools to ensure communication is consistent and child-centred. This improves pupils' learning and wellbeing. Leaders use alternative provision appropriately and only when necessary.

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Leadership and governance Expected standard

Leaders know their school very well. They understand their strengths and where to take the school next. On the whole, leaders are deliberate in their actions. They take time to put improvements in place to ensure the changes have a lasting impact. Typically, leaders have an accurate understanding of what needs to improve. They carefully consider their priorities to make sure they are in the best interests of the pupils and staff.

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Leadership and governance Expected standard

Governors have an in-depth understanding of the school’s strengths and next steps for development. They work closely with leaders, offering support and challenge where needed. Governors are proactive in exploring the impact of leaders’ decisions. They seek the information they need to understand how well the school is doing. This gives governors assurance that leaders focus on the areas for improvement that have the greatest impact on pupils.

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Leadership and governance Expected standard

Staff are incredibly positive about the leadership of the school. They greatly appreciate the opportunity for flexible working and recognise the efforts that leaders have made to reduce workload. They feel very well supported by leaders. This contributes to a positive culture where staff feel valued and listened to. Leaders have developed an effective culture of professional learning. Staff appreciate the opportunities given to them to continuously improve and develop their expertise. This benefits the pupils and staff of the school and underpins the proactive approach of leaders. Staff are happy and are proud of their school.

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Leadership and governance Expected standard

Leaders engage effectively with parents. Parents feel the school is highly supportive of them and their children. They appreciate the communication with home and the help the school provides. Leaders work proactively with partners, including local schools. They work tirelessly to establish and sustain a culture in which pupils experience a positive and enriching school life.

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Personal development and wellbeing Expected standard

Leaders have carefully designed the personal development curriculum to meet the needs of all pupils. The curriculum is well planned and sequenced. This enables pupils to build their knowledge over time and prepares them well for life beyond school. Leaders ensure that all content, including relationships and sex education, is taught in an age-appropriate way. Pupils develop detailed knowledge of how to stay safe and healthy, including how to look after their mental health and wellbeing. However, pupils' knowledge is not as secure across all areas of the personal development curriculum due to inconsistencies in teaching.

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Personal development and wellbeing Expected standard

All groups of pupils feel welcome, valued and respected. They feel that they belong within the school community and are proud of its diversity and culture of respect. Leaders and staff help pupils develop into responsible, respectful citizens who contribute positively to their communities. For example, pupils take part in charity work, ‘mini mentoring’ and projects such as ‘Harborne Pals’. Pupils learn how to manage their emotions and resolve conflict with others. Pupils access a wide range of extra-curricular opportunities, including trips, visits and workshops. Leaders provide rich and varied experiences that many pupils may not otherwise have access to.

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Personal development and wellbeing Expected standard

Leaders know their pupils very well. They identify needs early and provide effective pastoral support to help pupils succeed. Pupils understand the support available to them and are confident in accessing it when needed. The support pupils receive is highly effective.

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Personal development and wellbeing Expected standard

Leaders provide a wide range of careers opportunities, including visits to workplaces. These help pupils understand different jobs and career paths. Leaders arrange talks from employers, apprenticeship providers, sixth forms and colleges to help pupils learn about the options available to them. Leaders ensure that pupils receive clear careers advice and guidance. They provide meaningful opportunities for pupils to learn about the world of work and prepare for their next steps.

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

Pupils at Harborne Academy are very proud of their school. They benefit from this nurturing school where each child is known to leaders and staff. Pupils are greeted warmly by staff when they arrive at school and settle quickly. They enjoy their learning and appreciate the support and guidance they receive. Pupils are well prepared for their next steps. They learn in disruption-free classrooms. This means pupils can focus on learning and achieving well. Generally, pupils with barriers to their learning receive the support they need. Pupils who speak English as an additional language receive expert teaching. This means they develop their language so they can keep up with the curriculum. Pupils thrive in this caring and supportive school.

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

Pupils receive opportunities and experiences they would otherwise not get. They appreciate these and feel lucky to have them. Pupils consistently experience positive relationships with staff. Pupils feel supported and cared for. They care for each other too, describing each other as ‘family’. Pupils cooperate with each other and there is a real sense of community and belonging. Pupils take on leadership roles, including mentoring.

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

Pupils behave very well, both in lessons and at social times. They consistently meet the high expectations of leaders and staff. Pupils are polite and respectful. They respect their environment and value the facilities that are available. This includes the library, which is a hive of activity and popular with pupils. Pupils mix well with one another. They make good use of the spaces and activities available, for example, table tennis and board games. Pupils attend very well. This is, in part, due to the fact that they enjoy school. Bullying is rare. When it does happen, pupils trust it will be dealt with. Pupils are taught how to keep safe and are well prepared for life in modern Britain.

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Next steps

Leaders should ensure that all staff have the skills and knowledge to deliver personal, social and health education effectively so it is consistent across the school. Leaders should ensure that teachers skilfully adapt their teaching in the moment in response to pupils' understanding and needs.

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About this inspection

This school is part of Harborne Academy Trust, which means other people in the trust also have responsibility for running the school. It is a single academy trust overseen by a board of trustees, chaired by Susan Woodward.

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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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Team inspectors:

Lois Kelly, Ofsted Inspector Ahson Mohammed, Ofsted Inspector Sarah Steer, 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 9 September 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?

National average: 1,063 Inspectors spoke with school leaders, staff and pupils. They also spoke with representatives of the trust and those responsible for governance during the inspection. Information was gathered from parents.

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What does this mean?

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.

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What does this mean?

The inspectors confirmed the following information about the school:

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What does this mean?

The school currently makes use of 2 alternative provisions.

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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. National average: 14.0%

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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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English and maths GCSE

Percentage of pupils who achieved grade 5 or above in English and maths GCSE.

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national average

2024/25 (final) 43.7% 45.4% Close to average

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national average

2023/24 (final) 38.8% 45.9% Close to average

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national average

2022/23 (final) 41.8% 45.3% Close to average

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Attainment 8

A measure of pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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national average

2024/25 (final) 44.6 46.1 Close to average

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national average

2023/24 (final) 43.2 45.9 Close to average

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national average

2022/23 (final) 44.8 46.3 Close to average

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Progress 8

How much progress pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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national average

2022/23 (final) 0.18 -0.03 Close to average

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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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Disadvantaged pupils' English and maths GCSE grade 5 or above

Percentage of disadvantaged pupils achieving grade 5 or above in English and maths GCSE.

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national average

2024/25 (final) 33.3% 25.8% Close to average

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national average

2022/23 (final) 34.4% 25.2% Close to average

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Disadvantaged pupils' Attainment 8

A measure of disadvantaged pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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national average

2024/25 (final) 38.9 34.9 Close to average

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Disadvantaged pupils' Progress 8

How much progress disadvantaged pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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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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Disadvantaged pupils' English and maths GCSE grade 5 or above

Percentage of disadvantaged pupils who achieved grade 5 or above in English and maths GCSE.

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Disadvantaged pupils' Attainment 8

A measure of disadvantaged pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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Disadvantaged pupils' Progress 8

How much progress disadvantaged pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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Destinations after 16

Percentage of pupils staying in education or employment for at least 2 terms after the end of secondary school (key stage 4).

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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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national average

2022/23 (3 term) 7.8% 9.0% Close to average

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Persistent absence

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

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national average

2022/23 (3 term) 24.4% 26.5% Close to average

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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

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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