Harris Primary Academy Merton

What is this page?

We are Locrating.com, a schools information website. This page is one of our school directory pages. This is not the website of Harris Primary Academy Merton.

What is Locrating?

Locrating is the UK's most popular and trusted school guide; it allows you to view inspection reports, admissions data, exam results, catchment areas, league tables, school reviews, neighbourhood information, carry out school comparisons and much more. Below is some useful summary information regarding Harris Primary Academy Merton.

To see all our data you need to click the blue button at the bottom of this page to view Harris Primary Academy Merton on our interactive map.

About Harris Primary Academy Merton

Name Harris Primary Academy Merton
Ofsted Inspections
Principal Mrs Emma Catley
Address Abbotts Road, Mitcham, CR4 1JW
Phone Number 02086793707
Phase Academy
Type Academy sponsor led
Age Range 2-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 507
Local Authority Merton
Highlights from Latest Inspection


Harris Primary Academy Merton continues to be an outstanding school.

The principal of this academy is Emma Catley. This academy is part of the Harris Federation, which means other people in the trust also have responsibility for running the academy.

The trust is run by the chief executive officer, Sir Dan Moynihan, and overseen by a board of trustees, chaired by Lord Philip Harris. There is a director of primary education, Sabeena Hasan, and an assistant director, Vikki Forbes, who are responsible for this academy.

What is it like to attend this school?

Harris Primary Academy Merton is an exceptionally nurturing community where pupils' flourish.

Staff foster highl...y positive relationships with pupils and families. Pupils are safe and happy here, confident that if they have concerns, they can go to any member of staff for help.

The school has high aspirations for all its pupils.

They receive a well-rounded education and produce work of high quality across different subjects. They are well prepared for the next stage of their education and for their future lives.

Pupils' personal development is fundamental to the education that they receive at the academy.

The 'Merton Milestones', for example, are a set of 20 experiences that all pupils take part in. These include watching live music, picking fruit and having a picnic. Pupils also take part in a sequence of activities to help them become good citizens in their community.

This begins with watering plants and feeding the birds and progresses to include litter picking and volunteering at the local food bank.

A high number of pupils join the school throughout the year. Staff ensure that all pupils feel welcome and part of this inclusive community.

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

The school's ambitious curriculum sets out a deep body of knowledge across a broad range of subjects. The exact knowledge that pupils need to learn in each subject and at each stage is clear. It has been carefully sequenced in each subject so that pupils continuously build on their learning.

As a result, pupils reach the ambitious end points the school has set for them. In art, pupils' knowledge of printing develops securely. For example, children in the early years make prints using simple objects.

In Year 2, pupils created a mono print using contrasting colours, inspired by the artist Henri Matisse. Then, in Year 4, pupils designed and made tiles in the style of the Portuguese artist Diogo Machado.

The school is equally ambitious for pupils with special educational needs and/or disabilities (SEND).

Pupils with SEND, including those in the additional resource provision, are fully immersed in the school's curriculum. Staff adapt teaching skilfully to meet the individual needs of pupils. They incorporate important information from pupils' education, health and care plans.

Teachers use assessment information to check pupils' understanding and plan their next steps.

The school makes a considerable contribution to supporting staff with their workload. Staff spoke very positively about the consideration that leaders give to their well-being.

Morale is high and the comment of one staff member echoed those of many others: 'this school is my happy place'.

The curriculum is delivered well. Teachers' subject knowledge is strong.

They introduce new ideas clearly and help pupils to understand concepts in depth. Staff emphasise pupils' development of language and key words. This helps pupils to build their understanding in each subject.

In mathematics, for example, pupils used a range of words related to measurement to describe with accuracy the size of an object. In another year group, pupils applied their deep knowledge of different mathematical concepts and terminology in order to calculate angles.

Teaching pupils to read is treated as a priority at the school.

Pupils take part in a rigorous programme of phonics lessons to develop their accuracy and confidence in reading. Leaders have made sure that all staff are experts in teaching pupils to read. Staff identify pupils who fall behind and provide extra support to help them catch up.

Pupils practise using phonics by reading books that contain the sounds they know. Pupils show a genuine love of reading and of books. They enjoy hearing staff read to them in class each day and take home books to share with their families.

Pupils enjoy a range of thoughtfully planned outings, events and after-school clubs. These activities enrich their studies and help to build their confidence, independence and resilience. For example, each year, pupils visit a London art gallery to see first-hand the different artists and media they study.

Staff have high expectations of all pupils. Pupils' attitudes to learning are exceptional. They are calm and settled during lessons.

Pupils collaborate respectfully with each other and follow instructions promptly.

Staff build trusting relationships with parents and carers. They work closely together in many ways, including helping to ensure that pupils attend school regularly.

Staff identify pupils who are at risk of non-attendance and support them at the earliest opportunity.The support of the trust is a key part of the school's success. The local governing body performs its delegated responsibilities diligently.

Experts from the trust provide guidance, support and challenge to leaders and staff.


The arrangements for safeguarding are effective.


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

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

This is the first ungraded inspection since we judged the academy to be outstanding in July 2017.

  Compare to
nearby schools