Harris Academy GreenwichOfsted report card, 28 Apr 2026

Harris Academy Greenwich

Address: Middle Park Avenue, Eltham, London, SE9 5EQ Unique reference number (URN): 138449

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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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Achievement Strong standard

Pupils develop secure English and mathematics knowledge during their time at school. This means that they can learn the wider curriculum well. This is shown through pupils' results in national tests and examinations across the curriculum at key stage 4. These are at least in line with national averages, but more typically above national averages in many measures, for all groups of pupils, including those who are disadvantaged. Furthermore, pupils progress well across the curriculum from their starting points. This is because teachers routinely identify gaps in pupils' understanding and address these effectively. Disadvantaged pupils achieve particularly well over time.

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Achievement Strong standard

Pupils with special educational needs and/or disabilities generally learn the curriculum well. All pupils are fully prepared to enter the next stage of their education. This is demonstrated by the above-average number of pupils, who remain for a sustained period of time in education, employment or training after they leave the school.

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Attendance and behaviour Strong standard

Leaders implement well-understood strategies and routines that support pupils to attend school each day. For example, leaders educate pupils and advise families about the impact that missing school has on achievement and make appropriate checks on pupils who are absent. This means that rates of attendance, including pupils with special educational needs and/or disabilities (SEND) and those who are disadvantaged, are at least in line with national averages and improving. In addition, leaders' work with pupils who are persistently absent has resulted in a significant reduction of pupils falling into this category.

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Attendance and behaviour Strong standard

Behaviour in lessons and around the school site is generally positive and supports learning. Bullying and any form of discrimination are not tolerated. If any incidents do occur, they are swiftly and successfully dealt with. Pupils take responsibility for their learning in a mature and positive manner. Leaders understand that some pupils with SEND need additional support to understand and manage their behaviour. Where this is the case, leaders act quickly to put in place appropriate adaptions and support for those pupils who need it.

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Curriculum and teaching Strong standard

Leaders have designed and implemented a curriculum that goes beyond supporting pupils to pass examinations. It is broad and ambitious and pupils enjoy learning at this school. Leaders have clear aspirations for how pupils should be taught. These are informed by sound educational research. Teachers use these strategies effectively to ensure that all pupils, including those with special educational needs and/or disabilities, learn the curriculum well. Teachers make successful adaptations to teaching so that pupils can access the curriculum and achieve.

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Curriculum and teaching Strong standard

Leaders ensure that pupils develop secure foundations through their learning of English and mathematics. Those pupils who join the school with less secure reading fluency are supported to catch up quickly through a well-planned phonics scheme. In the sixth form, an ambitious curriculum enables pupils to learn a broad range of subjects. Through appropriate training, teachers develop their expertise well in how to deliver these subjects effectively.

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Inclusion Strong standard

Leaders have designed highly effective systems and routines to ensure that this school is incredibly inclusive. This process begins through conversations with families, pupils and primary schools before pupils join in Year 7 and continues through to Year 13. Staff have well-understood processes to identify when a pupil may have special educational needs and/or disabilities. They use these consistently, working closely with the pupil and their parents and/or carers to ensure that appropriate support is put in place. Staff review the effectiveness of this support regularly and adapt it when needed.

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Inclusion Strong standard

Leaders use pupil premium funding to provide very effective support for those pupils who are disadvantaged. This includes enabling pupils to attend educational visits and providing pupils with suitable resources so that they can learn the curriculum well.

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Inclusion Strong standard

Through weekly 'pupil provision meetings' leaders identify pupils' barriers to learning quickly and put appropriate support in place. This means that pupils can learn the curriculum effectively and do not risk developing gaps in their understanding. When leaders use alternative provision it is done so in the best interests of the pupil. It is carefully considered to ensure that it will provide the most appropriate support for pupils' personal and academic development.

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Leadership and governance Strong standard

Leaders have a clear vision for the school and how it should support all pupils, including those with special educational needs and/or disabilities and those who are disadvantaged, to do their very best. The trust and those responsible for governance ensure that the school meets all of its statutory duties, including those relating to equalities. Leaders' aim is for the school to be at the heart of the community. They achieve this through regular and effective communication with parents and carers.

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Leadership and governance Strong standard

Leaders provide positive support for the workload and wellbeing of the staff. They are aware of the strengths of their staff. Leaders provide effective training to enable staff to continually develop their expertise in supporting pupils to learn the curriculum.

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Leadership and governance Strong standard

Leaders effectively identify appropriate areas for school improvement. They ensure that they use resources well to address these effectively. Leaders ensure that their actions are carried out in the best interests of the pupils.

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Personal development and wellbeing Strong standard

Leaders have thought carefully about how to support the personal development and wellbeing of pupils. At the heart of their vision is the idea that it is an entitlement for all, including those with special educational needs and/or disabilities and those who are disadvantaged. Leaders ensure that all pupils can access the school's personal development provision through appropriate use of additional funding for trips and activities and by making suitable adaptations to teaching. Leaders also make regular checks on how well pupils learn and remember the personal, social, health and economic education curriculum to make sure that it is effective.

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Personal development and wellbeing Strong standard

Pupils enjoy their visits to museums and theatres. They appreciate that there are a wide range of clubs, from art to rugby, for them to take part in. Leaders carefully monitor the uptake of activities to make sure that pupils regularly make the most of the opportunities that the school provides.

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Personal development and wellbeing Strong standard

Pupils receive suitable relationships and sex education. They know how to keep themselves safe and healthy and are well versed in possible dangers that they may be exposed to online. Pupils celebrate each others' cultures and religions and enjoy interacting with people, who are different to themselves. Pupils learn about fundamental British values and generally have a sound understanding of these.

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Personal development and wellbeing Strong standard

Pupils receive well-planned and implemented pastoral support. This helps them to keep themselves mentally and physically safe.

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Personal development and wellbeing Strong standard

Careers education is woven through the curriculum. Pupils gain a sound understanding of the many possibilities for them in the future and what they need to do to achieve their ambitions. Pupils value taking part in work experience and getting to meet representatives from a wide range of careers.

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Post-16 provision Strong standard

Leaders have a clear and coherent vision for the sixth form. Their ambition is to offer students the support and opportunities to secure places on the most competitive courses and at the most prestigious universities. Leaders have devised a curriculum to enable this vision to be realised. Furthermore, through providing suitable training and development, leaders ensure that staff support students, including those with special educational needs and/or disabilities, to learn the curriculum well.

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Post-16 provision Strong standard

Students are prepared well for their next steps. Their results in national tests and examinations are in line with national averages. Students achieve particularly highly in vocational qualifications. In addition, all students remain in education, employment or training after leaving the sixth form at this school.

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Post-16 provision Strong standard

The personal, social and health education offer to students prepares them well for life after school. Students value opportunities to become 'school ambassadors' and organise whole- school events, such as charity fundraising. They also enjoy supporting younger pupils with their learning.

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

Pupils are happy at this school and they achieve well. Leaders have created an environment, where all feel valued and do their best to support each other. Leaders carefully plan the curriculum to support pupils to develop a deep love and understanding of the subjects that they are learning. Pupils gain a broad knowledge of this curriculum and are well prepared for the next stages of their education. This includes extensive successful support for those with special educational needs and/or disabilities and those who are disadvantaged. In the sixth form, students appreciate the support that they receive to help them to become independent learners. They like taking more responsibility for their own learning.

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

Pupils enthuse about the range of extra-curricular opportunities that are available to them. They value taking part in sporting fixtures and having the opportunities to visit other countries, for example. Staff and pupils have very positive working relationships. Pupils know that staff will do all they can to support and nurture them.

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

Behaviour in lessons and around the school site is conducive to learning. Pupils feel safe at school and they are kept safe. If bullying does happen, leaders are quick to deal with it effectively. Leaders educate pupils, parents and carers about the importance of attending school every day. This helps to support pupils to attend regularly.

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Next steps

Leaders should continue to drive improvement, including further strengthening teaching, refining the personal development offer and improving attendance even further, to achieve and sustain exceptional standards that have a transformational impact on all pupils.

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About this inspection

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, Sir Daniel Moynihan, and overseen by a board of trustees, chaired by Lord Philip Harris.

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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 representatives from the trust, senior leaders, staff and pupils during the inspection.

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About this inspection

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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About this inspection

Inspectors were aware during this inspection of 2 serious incidents involving children who used to attend this school that had occurred since the previous inspection. While Ofsted does not have the power to investigate incidents of this kind, actions taken by the school in response to the incidents were considered alongside the other evidence available at the time of the inspection to inform inspectors’ evaluations.

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Team inspectors:

Ogugua Okolo-Angus, Ofsted Inspector David Lloyd, Ofsted Inspector Vikram Gukhool, Ofsted Inspector Terry Millar, 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 28 April 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 school currently makes use of 8 registered alternative provisions.

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What does this mean?

Principal: Jack Docherty 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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English and maths GCSE

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

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national average

2023/24 (final) 53.4% 45.9% Close to average

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national average

2022/23 (final) 52.5% 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) 49.9 46.1 Close to average

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national average

2023/24 (final) 49.8 45.9 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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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

2023/24 (final) 31.3% 25.8% 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

2023/24 (final) 37.9 34.6 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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national average

2023/24 (final) -0.36 -0.57 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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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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A-level average point score

The average points that students achieved per A-level entry.

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national average

2024/25 (final) 35.25 35.00 Close to average

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national average

2023/24 (final) 35.31 34.38 Close to average

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national average

2022/23 (final) 36.08 34.16 Close to average

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A-level value added

A score showing students’ progress between the end of key stage 4 and the end of their academic qualification studies.

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national average

2024/25 (final) -0.1 0.0 Close to average

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national average

2023/24 (revised) -0.1 0.0 Close to average

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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

2024/25 (3 term) 9.3% 8.4% Close to average

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national average

2023/24 (3 term) 9.8% 8.9% Close to average

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national average

2022/23 (3 term) 10.2% 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

2024/25 (3 term) 25.8% 23.4% Close to average

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national average

2023/24 (3 term) 29.7% 25.6% Close to average

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national average

2022/23 (3 term) 30.7% 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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