Harris Primary Academy Kent House

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About Harris Primary Academy Kent House

Name Harris Primary Academy Kent House
Website http://www.harrisprimarykenthouse.org.uk
Ofsted Inspections
Acting Head of Academy Ms Rachel Bowern
Address High Street, Penge, London, SE20 7QR
Phone Number 02084027178
Phase Academy
Type Academy sponsor led
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 396
Local Authority Bromley
Highlights from Latest Inspection


Harris Primary Academy Kent House continues to be an outstanding school.

What is it like to attend this school?

Pupils thrive in this happy, purposeful learning environment.

Leaders prioritise pupils' safety by modelling the highest standards of care. Pupils are safe and say that this is because 'our teachers are always nearby'.

All staff expect every pupil to achieve highly, including the most disadvantaged.

Pupils with special educational needs and/or disabilities (SEND) achieve exceptionally well. This is because leaders and staff make sure that every pupil receives the right support to learn the curriculum.

All pupils, even the very youngest, behave i...mpeccably.

The school's 'golden rules' (show respect, take responsibility, and always make the right choice) are understood and met by all. Bullying is very rare. Pupils said that they would tell an adult if they could not deal with bullying themselves.

Leaders make sure that pupils learn about different types of bullying, and what to do if it occurs.

Leaders encourage all pupils to have at least one special talent or interest. After-school activities provide pupils with many opportunities to develop more widely.

These include drama and art, as well as a range of sports clubs.

Pupils have welcomed the return to school trips and visitors following the COVID-19 pandemic. Year 6 pupils spoke excitedly about their upcoming visit to the Imperial War Museum.

What does the school do well and what does it need to do better?

Leaders have designed a curriculum that helps pupils build on their knowledge and skills logically. All staff have the highest expectations of pupils because they share the belief that everyone can succeed. In art, for example, leaders make it clear that getting better at sculpture is not dependent on an inherent skill.

They make sure that the visual elements of art are broken down into smaller units of learning. For instance, pupils in Year 1 learn to make consistent shapes out of modelling material, before creating shapes out of clay with variable thicknesses in Year 3.

Teachers have excellent subject knowledge.

This is because leaders provide high-quality training on how to teach the intended curriculum. For example, in history, staff know that pupils learn about the Romans' influence on Britain in Year 4. They build on this previous knowledge in Year 6 when pupils are learning how London has changed over time.

Teachers check what pupils know and remember at the beginning and end of every lesson. This means that they can quickly adapt their planning if pupils need to revisit key learning. Pupils with SEND access the same curriculum as their peers.

Support staff adapt activities to meet each pupil's needs, for example by simplifying instructions or making use of pictures to illustrate key vocabulary.

Leaders prioritise learning to read. Every year group has daily dedicated reading sessions.

Phonics is introduced from Nursery for those children who are ready, but from the first day of Reception for everyone else. All staff are trained in teaching phonics. Pupils read books that are matched closely to the sounds they know.

Leaders provide additional weekly masterclass sessions for staff who teach phonics. This means that every pupil learns to read with an expert. If pupils fall behind with their reading, they are supported effectively to catch up swiftly with additional lessons.

Leaders also make sure that parents and carers understand how they can help their child at home.

Teachers include number at every opportunity in the early years foundation stage. The self-register, for instance, is a set of two-by-five grids where pupils place their photograph on arrival.

Pupils know that they must place their photograph so that each block of 10 is filled in order. Teachers model counting in tens and ones each day to arrive at the class total, which is then written and displayed numerically. Pupils are grasping both pictorial and abstract concepts of mathematics from an early age.

Pupils' behaviour is excellent. Teachers do not accept even low-level disruption by pupils in lessons. Everyone takes learning seriously.

In all classes, without exception, pupils are engaged, motivated and encouraged to do well. Leaders have established well-oiled routines for the end of break- and lunchtimes. Pupils line up quietly and efficiently while playground monitors tidy away the equipment.

Pupils learn about different families and relationships as appropriate for their age. They are clear that all relationships should be equally respected. Pupils learn about a variety of religions.

They have a balanced idea of what it means to be healthy and can suggest several practical ways to improve mental health, for example by limiting screen time.

Staff feel supported with their workload. They acknowledge that collaboration with the federation helps them with planning and professional development.

They say that senior leaders look out for them, have an open-door policy and are proactive in seeking new ways to reduce workload strains.


The arrangements for safeguarding are effective.Leaders provide regular training so that all staff remain alert to signs that a pupil may not be safe.

They have ensured that systems for raising concerns are well known and robust. All staff understand that safeguarding is everyone's responsibility.

Pupils know how to stay safe when on the internet.

For example, they would not share personal details when playing online games. They trust the adults in school and would go to them with their worries.

Leaders seek help from external agencies when appropriate.

They make referrals and follow up on concerns without delay. All staff make sure that the most vulnerable pupils are monitored closely.


When we have judged a school to be outstanding, we will then normally go into the school about once every four years to confirm that the school remains outstanding.

This is called a section 8 inspection of a good or outstanding school, because it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on a section 8 inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a section 5 inspection.

Usually this is within one to two years of the date of the section 8 inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the section 8 inspection a section 5 inspection immediately.

This is the first section 8 inspection since we judged the school to be outstanding in May 2016.

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