Harris Primary Academy Merton
- Harris Primary Academy Merton
- Head: Rachel Bowern
- T 020 8679 3707
- F 020 8679 2155
- E [email protected]
- W www.harrisprim…rymerton.org.uk
- A state school for boys and girls aged from 2 to 11.
- Boarding: No
- Local authority: Merton
- Pupils: 537
- Religion: Does not apply
- Latest Overall effectiveness Outstanding 1
- Early years provision Outstanding 1
- Effectiveness of leadership and management Outstanding 1
- 1 Full inspection 11th July 2017
- Ofsted report: View the Ofsted report
What the school says...
We are a Primary Academy for local children aged two to eleven. We opened in September 2014 and were graded as Outstanding in our first OFSTED in July 2017. Our belief is that children thrive when they are consistently happy and safe at school and that through expert teaching and support all pupils can achieve to a high standard.
Inspectors were impressed by our academy’s ethos and the high quality of teaching on offer.
Their report said:
•“The pursuit of excellence is at the heart of the work of leaders and staff. Morale is high. The staff team is fully behind the principal’s vision and has helped develop a culture where high expectations of work and behaviour are the norm.”
•“Pupils are highly motivated to learn. They are confident learners who persevere when faced with difficulties.”
•“Teachers make learning exciting. They use imaginative methods for putting across new ideas and provide interesting activities for pupils to practise their new skills and deepen their understanding.”
•“Parents very much support the work of the principal and her team. They greatly value the sense of unity by seeing teachers at the gate welcoming them and their children each day.”
•“Pupils show that they fully understand and follow the school’s golden rules of ‘Show respect’, ‘Take responsibility’ and ‘Always make the right choice’. They are very caring and show great respect for adults and others around them.” ...Read more
This is not currently a GSG-reviewed school.
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Overall school performance (for comparison or review only)
Special Education Needs
|Condition||Provision for in school|
|ASD - Autistic Spectrum Disorder||Y|
|Attention Deficit Hyperactivity Disorders|
|CReSTeD registered for Dyslexia|
|English as an additional language (EAL)|
|Has an entry in the Autism Services Directory|
|Has SEN unit or class|
|HI - Hearing Impairment|
|MLD - Moderate Learning Difficulty|
|MSI - Multi-Sensory Impairment|
|Natspec Specialist Colleges|
|OTH - Other Difficulty/Disability|
|Other SpLD - Specific Learning Difficulty|
|PD - Physical Disability|
|PMLD - Profound and Multiple Learning Difficulty|
|SEMH - Social, Emotional and Mental Health|
|SLCN - Speech, Language and Communication|
|SLD - Severe Learning Difficulty|
|Special facilities for Visually Impaired|
|SpLD - Specific Learning Difficulty|
|VI - Visual Impairment|
Interpreting catchment maps
The maps show in colour where the pupils at a school came from*. Red = most pupils to Blue = fewest.
Where the map is not coloured we have no record in the previous three years of any pupils being admitted from that location based on the options chosen.
For help and explanation of our catchment maps see: Catchment maps explained
If there are more applicants to a school than it has places for, who gets in is determined by which applicants best fulfil the admissions criteria.
Admissions criteria are often complicated, and may change from year to year. The best source of information is usually the relevant local authority website, but once you have set your sights on a school it is a good idea to ask them how they see things panning out for the year that you are interested in.
Many schools admit children based on distance from the school or a fixed catchment area. For such schools, the cut-off distance will vary from year to year, especially if the school give priority to siblings, and the pattern will be of a central core with outliers (who will mostly be siblings). Schools that admit on the basis of academic or religious selection will have a much more scattered pattern.
*The coloured areas outlined in black are Census Output Areas. These are made up of a group of neighbouring postcodes, which accounts for their odd shapes. These provide an indication, but not a precise map, of the school’s catchment: always refer to local authority and school websites for precise information.
The 'hotter' the colour the more children have been admitted.
Children get into the school from here:
sometimes, but not in this year