|Name||Harris Primary Academy Benson|
|Ofsted Inspection Rating||Good|
|Address||West Way, Shirley, Croydon, CR0 8RQ|
|Religious Character||Does Not Apply|
|Number of Pupils||292 (52.4% boys 47.6% girls)|
|Number of Pupils per Teacher||19.8|
|Academy Sponsor||Harris Federation|
|Percentage Free School Meals||25%|
|Percentage English is Not First Language||20.6%|
|Pupils with SEN Support||9.8%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (23 June 2015)
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
Harris Primary Academy Benson is much larger than the average-sized primary school. Harris Primary Academy Benson converted to become an academy school on 1 September 2013. When its predecessor school, Benson Primary and Nursery School, was last inspected by Ofsted it was judged to be inadequate overall. The governing body is managed by the Harris Federation. There is a part-time Nursery and two full-time Reception classes in the early years provision. Pupils come from a diverse range of backgrounds with the largest groups being of White British, Black African or Black Caribbean heritage. The proportion of pupils who are learning to speak English as an additional language is well above average. There is a wide range of home languages spoken. The proportion of pupils for whom the academy receives the pupil premium is broadly average. This is additional funding for disadvantaged pupils known to be eligible for free school meals and children who are looked after. The proportion of disabled pupils and those who have special educational needs is below average. There have been many changes in staffing since the academy opened. The Executive Principal joined the academy in October 2014 and the head of academy started in the same month. The Executive Principal is also responsible for two other schools in the academy chain. The academy meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress in reading, writing and mathematics by the end of Year 6.
Summary of key findings for parents and pupils
This is a good school. Leadership and management are effective because the Executive Principal and senior leaders provide a clear direction for improvement and know what to do to make the academy outstanding. Leaders, managers and governors are having a positive impact on improving teaching. As a result, pupils’ achievement is increasing rapidly. Pupils’ behaviour is good and they feel safe. Pupils are keen to learn, help each other and are proud of their achievements. They know how to stay safe and what they should do if they have any concerns. Spiritual, moral, social and cultural development is promoted successfully and pupils are prepared well for life in modern Britain. Teaching is effective because teachers share their good subject knowledge with the pupils and provide work that captures the pupils’ interests and engages them in learning. Children achieve well in the early years and learn especially quickly about language and phonics (the sounds letters make). They settle quickly to their work and become confident and able to work independently. The attainment of pupils in Years 1 to 6 is rising rapidly and pupils of differing abilities achieve well. Pupils who are learning to speak English as an additional language do especially well from their starting points. They are provided with individual support that meets their specific needs very well. It is not yet an outstanding school because: Teachers do not consistently expect enough from pupils. They do not adapt work quickly enough when it is not moving learning forward. Pupils are not always encouraged to check and correct careless errors, including their spelling, or to follow up advice they have been given through teachers’ marking. Parents and carers are not kept fully informed about the academy’s work. In addition, they are not helped sufficiently to understand the reasons for the changes being made and how these relate to the leaders’ vision for the academy.