|Name||Harris Invictus Academy Croydon|
|Ofsted Inspection Rating||Outstanding|
|Address||88 London Road, Croydon, CR0 2TB|
|Number of Pupils||892 (59.1% boys 40.9% girls)|
|Number of Pupils per Teacher||15.9|
|Academy Sponsor||Harris Federation|
|Percentage Free School Meals||28.5%|
|Percentage English is Not First Language||40.6%|
|Pupils with SEN Support||16.4%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (29 September 2016)
There may have been more recent inspections such as monitoring visits or short inspections. For details of all inspections, please view this provider on our map here.
Information about this school
The school meets the requirements on the publication of specified information on its website. The school complies with Department for Education guidance on what academies should publish. The school is a member of the Harris Federation. Currently, the school is much smaller than the average-sized secondary school. It is growing each year and will move into purpose-built accommodation next September. The principal was not in school during the inspection due to illness. The executive headteacher took his place for the duration of the inspection. The proportion of pupils known to be eligible for free school meals is high. The proportion of pupils who speak English as an additional language is below that of other schools. The proportion of pupils who have special educational needs and/or disabilities is above average. The school does not use alternative provision.
Summary of key findings for parents and pupils
This is an outstanding school Senior leaders, staff and governors have built a highly successful school by focusing squarely on pupils’ academic and personal development. As a result, the school provides an excellent education for all its pupils. The school’s leaders set very high expectations that staff and pupils alike work successfully to achieve. The culture of high aspirations pervades the school. Disadvantaged pupils make very strong progress from their different starting points. The most able pupils also do very well but sometimes they are not stretched quite enough in lessons. Those who speak English as an additional language, and those who have special educational needs and/or disabilities, make very brisk progress. Their achievements are often better than others’. The quality of teaching has a very strong impact on pupils’ achievements. High expectations, well-structured learning and the effective use of good resources mean that pupils receive high-quality lessons. Teachers are skilled at nipping potential misbehaviour in the bud. As a result, there is very little disruption in lessons and pupils are able to learn without interruption. Pupils are extremely well turned out and have first-rate manners. They are very proud of their school and of their achievements. Pupils have excellent attitudes to learning and to school. Pupils behave very well around the school and in the playground, despite the temporary classrooms and the cramped outside space. Safeguarding procedures are excellent. The attention to detail results in a very positive climate in which pupils’ academic achievement, care and welfare are highly valued.