|Name||Harris Primary Academy Philip Lane|
|Ofsted Inspection Rating||Outstanding|
|Inspection Date||05 February 2019|
|Address||Philip Lane, Tottenham, London, N15 4AB|
|Number of Pupils||433 (50% boys 50% girls)|
|Number of Pupils per Teacher||23.5|
|Academy Sponsor||Harris Federation|
|Percentage Free School Meals||15.6%|
|Percentage English is Not First Language||73%|
|Pupils with SEN Support||11.8%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
The school is larger than the average-sized primary school. During the school’s last section 8 inspection, the school demonstrated strong practice and marked improvement in specific areas. The school’s last section 5 inspection took place in June 2014, when it was judged to be good. The principal was appointed in January 2019. The proportion of pupils who are disadvantaged is above the national average. The majority of pupils are from a White British or Any Other White background. The proportion of pupils with SEND and pupils with an education, health and care (EHC) plan are similar to the national average. The proportion of pupils who speak English as an additional language is above average.
Summary of key findings for parents and pupils
This is an outstanding school The principal provides inspirational leadership. She has stabilised the school and leads with an exceptional moral purpose. She is ably supported by a team of highly motivated leaders. A culture of high expectations pervades the school. Staff work extremely effectively to ensure that no pupil is left behind, regardless of their background. As a result, disadvantaged pupils attain highly across the school. The academy trust worked swiftly to investigate the maladministration of standardised tests and took appropriate disciplinary action. They have ably managed the school by brokering highly-skilled leaders to provide the school with renewed focus and direction. Parents and staff overwhelmingly support the school’s leadership team. Staff morale is high, and they have many opportunities to take on leadership responsibilities. Pupils with special educational needs and/or disabilities (SEND) are supported very well. Adults provide these pupils with great nurture and care. The school’s rich and aspirational curriculum provides pupils with excellent opportunities for spiritual, moral, social and cultural development. Pupils’ behaviour is exemplary; they are highly motivated to learn. The school’s ethos promotes pupils’ personal development and well-being extremely well. Children in the early years make exceptional progress. Adults are highly skilled at challenging children to deepen their thinking. Senior and middle leaders’ development of the curriculum is first-rate. As a result, pupils achieve highly in a range of subjects, for example, in physical education (PE), science and music. However, the curriculum in art and computing is less developed. Teachers are highly skilled in systematically checking pupils’ understanding. This deepens pupils’ knowledge and love for learning. On a minority of occasions, pupils, especially the most able, wait for too long when they are ready to move on in their learning.