Harris Primary Academy Peckham Park

Highlights from Latest Inspection

Summary of key findings for parents and pupils

This is a good school The head of school, with highly effective support from leaders and governors, has provided clear and determined leadership. Leaders know the school well and areas for development are identified accurately. Teachers plan extremely well to meet pupils' learning needs for writing.

As a result, almost all pupils make strong progress. Teachers ask relevant questions of pupils to encourage them to think about their learning. Effective questioning leads to pupils making good progress.

Children thrive in early years. They want to learn and rapidly develop knowledge and skills. Highly effective provision leads to outstanding progress.

Out...comes are high across all subjects in key stage 1 and in key stage 2 writing. They are in line with national expectations in phonics. Progress in mathematics at the end of key stage 2 is well above national figures.

This level of progress is evident in books for the majority of pupils in mathematics. The curriculum provides a broad variety of learning experiences for pupils. Specialist teachers and visitors are used to enhance this.

The curriculum is supported by a selection of after-school clubs, which children enjoy. The majority of pupils are eager to succeed, have positive attitudes to learning and are able to work independently. The vast majority of pupils behave well.

Overall attendance is improving. Leaders work hard to engage with families to ensure that pupils attend regularly. However, attendance rates are too low for White British pupils and those for whom English is a first language.

Persistent absence also remains too high for these groups. These pupils are disadvantaged by low attendance and are not supported to catch up when they return to school. High standards are evident for all groups of pupils in most subjects.

It is the expectation that all pupils have at least the knowledge, skills and understanding appropriate to their age. However, at times in reading, lower ability pupils cannot access the text because it is too hard. Progress in reading is well below national figures.

Leaders have implemented new strategies to improve outcomes. It is too early to see the impact of this. At times, pupils cannot see the text due to the chosen resources, and therefore opportunities for them to read accurately are limited.

Expectations of how regularly pupils will read are not clear.

information about the curriculum in order to be able to support their children

successfully. Regular events support parents in developing their knowledge and in celebrating children's success.

Transition to early years is successful. Leaders work with parents and other providers to ensure that children have a positive start. Children enter Reception with skills that are below those typical for their age.

Where gaps are identified, for example in reading and writing, children are swiftly supported to catch up. Over the last three years, outcomes have been well above national averages, reflecting consistently outstanding progress. Children are purposefully engaged in a wide range of stimulating activities.

The learning environment is highly effective in inspiring children. Children have the challenge and support required to ensure that they succeed. They work together well and persist in their learning.

Children work independently and demonstrate good levels of concentration and perseverance. For example, one boy spent a considerable amount of time with his magnifying glass and clipboard simply 'investigating'. Children demonstrate good listening skills and are keen to learn.

On the rare occasions that children make the wrong choices, staff are swift to intervene. Children respond well to instructions from staff. Staff watch carefully, allowing children to learn for themselves.

For example, during a disagreement between two children, staff did not provide the answer. Instead, they asked questions until the children had sorted it out for themselves. Teachers respond swiftly to develop learning for children.

This was particularly evident in an outdoor learning session observed by inspectors, when the teacher quickly gathered children to read a sentence written by a child. This led to children asking meaningful questions and writing for themselves. Staff give high regard to children's welfare and fully adhere to the school's safeguarding procedures in order to keep children safe in school.

They know the children very well and respond swiftly to any changes in behaviour. Parents said that they believed their children to be safe in school. Initial assessments are accurate and reflect what children can do.

They are used to provide appropriate learning for all children, including those who are disadvantaged. Phonics skills are well developed, and children use these skills effectively for reading and writing. They work in different classrooms for phonics and leaders acknowledge that the process of moving between classes needs to be further developed.

School details Unique reference number 137413 Local authority Southwark Inspection number 10047716 This inspection of the school was carried out under section 5 of the Education Act 2005. Type of school Primary School category Academy converter Age range of pupils 3 to 11 Gender of pupils Mixed Number of pupils on the school roll 401 Appropriate authority The board of trustees Chair Claire Lemer Head of school Pearl Harris Telephone number 020 7639 6091 Website www.harrisprimarypeckhampark.

org.uk Email address [email protected].

uk Date of previous inspection 27–28 November 2014