|Name||Harris Aspire Academy|
|Ofsted Inspection Rating||Good|
|Address||11 Oliver Grove, South Norwood, London, SE25 6EJ|
|Number of Pupils||Unknown|
|Percentage Free School Meals||0%|
|Catchment Area Indicator Available||No|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (17 May 2016)
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Information about this school
Harris Aspire Academy is an alternative provision (AP) free school established in September 2013. It is a member of the Harris federation of academies. The school currently offers a one-year personalised learning programme to Year 11 and Year 12 pupils who have struggled to maintain their placements within a mainstream school setting or wish to improve their existing GCSE outcomes. It aims to support them to move onto level 3 courses, an apprenticeship or a work placement when they leave by ensuring that they successfully gain GCSE passes at A* to C in English, mathematics and science. The school offers level 2 courses to sixth-form students from other academies within the federation and to those transferring from other schools at the end of Year 11. Students commute to the school from within Bromley and from a number of other London boroughs. Students are admitted to Year 11 or Year 12 following a referral from their home school or the local authority. Most start at the beginning of the academic year. The school also offered temporary placements to pupils from key stage 3 until September 2015 but have suspended this provision until a new site is developed to accommodate them. The majority of pupils are designated as needing special educational needs support when they arrive. Some have a statement of special educational needs or an education, health and care plan. There are a small number who are looked after by the local authority or are living independently, having previously been looked after. Around half the number of pupils joining the school are disadvantaged and eligible for the pupil premium funding. An increasing number of pupils who are new to the country and at the early stages of speaking English are being referred by local authorities. The school does not use any other alternative provision.
Summary of key findings for parents and pupils
This is a good school The school is very effective in what it sets out to do. All leaders, governors and staff are passionately committed to raising the aspirations of pupils who have fallen behind or been unable to engage with their learning elsewhere. School leaders, governors and leaders from within the federation have a clear vision for the future and have developed ambitious plans to expand the provision further from 2018. The school is continually improving. Pupils are well supported to make up for any lost time and be successful when they leave. Leaders and governors have ensured that teaching and learning is of the highest quality across all subjects. As a result, nearly all pupils make rapid progress from their different starting points. As pupils settle into the school there is a marked improvement in their behaviour and they become more positive about their learning. Pupils respond to the carefully targeted pastoral and academic support and start to be successful, perhaps for the first time in their lives. Pupils, including those who are most able and those who have special educational needs or disability, achieve GCSE passes in English, mathematics and science that are as good as or better, than their peers in other schools nationally. Year 12 students attend for a full-time provision and all make improvements on their existing GCSE results. Some improve by up to three grades and successfully complete higher-level courses at other sixth forms when they leave. It is not yet an outstanding school because : Some pupils do not attend as regularly as they should. Despite some notable successes with individuals, the overall number of pupils who are still persistently absent has risen this year, particularly in Year 11. The number of accreditation opportunities offered to pupils is restricted by the constraints of the current building. This may limit what some pupils can choose to study when they leave. Although the number of exclusions has fallen this year, the overall rate is still above average and some groups, such as girls and those who are disadvantaged, are excluded more frequently than others.