Harris Garrard Academy Review 2026: An all through Harris Federation school with strong primary outcomes and above average GCSE progress

A single school journey from Reception to sixth form is the defining offer here. For families in and around Thamesmead who value continuity, this all through model can reduce the disruption of transitions, while still giving pupils and students access to specialist subject teaching as they move up the school.

The most recent graded Ofsted inspection (November 2021) judged the school Good across every area, including early years and sixth form. The report describes a calm, organised culture where relationships are positive and expectations are clear, with staff and leaders working deliberately to build a shared community across phases.

Academically, the headline is how well the primary phase performs on core measures. In 2024, 87.67% of pupils met the expected standard in reading, writing and mathematics combined, which is well above the England average of 62%. GCSE progress is also a clear strength, with a Progress 8 score of +0.54 indicating students make above average progress from their starting points.

A large all through school can feel like two institutions sharing one site, but the published evidence points to a stronger sense of joined up culture here than many equivalents. The inspection report highlights purposeful routines, steady behaviour, and pupils who know what is expected in lessons and around the school. Bullying is described as rare, and the emphasis is on prompt follow up when issues occur.

The all through structure creates opportunities for older students to shape the tone for younger pupils. One practical example described in official evidence is sixth form students supporting the primary choir and acting as mentors lower down the school. The implication for families is that leadership and responsibility are not confined to badges and titles, they can be embedded in day to day routines, which often helps younger pupils see secondary transition as something to grow into rather than something to fear.

Harris Garrard Academy is part of the Harris Federation, and that matters for how the school runs. The inspection report references teachers being supported to strengthen subject expertise, sometimes through work with subject consultants from the trust. For parents, the practical implication is that professional development is not only internal, there is a system around the school that can standardise practice and raise consistency across classrooms.

Leadership details are not consistently accessible across official sources due to current access restrictions on some government pages. At the time of writing, Get Information About Schools lists the headteacher or principal as Mr Wayne Barnett. The most recent Ofsted report (2021) records the principal as Chris Everitt, Executive Principal, which suggests a leadership transition since that inspection. Where leadership has changed, families are usually best served by confirming roles at an open event or via the school office, especially in multi academy trust settings where titles can differ between executive and on site leadership.

This section draws on FindMySchool rankings and the supplied published performance measures. Rankings are proprietary FindMySchool rankings based on official data.

Primary (Key Stage 2)

The primary phase results are a standout feature. In 2024, 87.67% of pupils reached the expected standard in reading, writing and mathematics combined, well above the England average of 62%. At the higher standard, 29.33% reached greater depth in reading, writing and mathematics, compared to the England average of 8%.

Scaled scores reinforce the same picture. Reading is 107 and mathematics 106. Science outcomes are also strong, with 92% meeting the expected standard compared with 82% in England.

Rankings put this in context. Ranked 4,883rd in England and 7th in Erith for primary outcomes (FindMySchool ranking), performance sits in line with the middle 35% of schools in England (25th to 60th percentile). The key nuance is that the percentages reported above are very high, but the ranking band suggests variation across the full basket of measures used for the primary composite, and that local comparisons remain important.

GCSE (Secondary phase)

At GCSE, the school’s Progress 8 score of +0.54 indicates students make well above average progress from their starting points. This is often the more useful statistic for parents than raw grades alone, because it reflects improvement over time rather than intake characteristics.

The Attainment 8 score is 47.5. EBacc measures show 19.1% achieving grade 5 or above in the EBacc. If your child is strongly academic and likely to pursue an EBacc heavy pathway, this is a useful prompt to ask how EBacc entry is structured, which pupils are encouraged into it, and how languages are staffed and timetabled.

Rankings provide a clear local signal. Ranked 1,662nd in England and 1st in Erith for GCSE outcomes (FindMySchool ranking), performance sits in line with the middle 35% of schools in England (25th to 60th percentile).

A level (Sixth form)

Sixth form outcomes are more mixed. In the most recent data, 42.11% of A level entries were graded A* to B, compared with an England average of 47.2%. A* to A is 16.85%, compared with an England average of 23.6%. This does not mean the sixth form is weak, but it does suggest that the strongest academic story is lower down the school, and that sixth form choices and support structures merit close scrutiny, especially for students aiming for highly selective universities.

Ranked 1,655th in England and 1st in Erith for A level outcomes (FindMySchool ranking), results are below England average overall, placing the school in the bottom 40% of sixth forms in England by this measure.

Parents comparing local options can use the FindMySchool Local Hub page to view GCSE and A level measures side by side using the Comparison Tool, then shortlist based on the mix of progress, breadth, and sixth form fit.

An all through school lives or dies by coherence. One of the more convincing features in the official evidence is the emphasis on curriculum sequencing across phases, with primary and secondary staff working together so that concepts build in a planned way rather than repeating as children move up. A concrete example given is history, where ideas such as empire and power are introduced earlier and then developed further in the secondary phase and sixth form.

The implication is a smoother academic transition. In many schools, Year 7 can feel like a reset; pupils repeat content, and learning pace slows while routines are rebuilt. Where curriculum planning is truly joined up, Year 7 can instead be a step up in challenge, which is often what high attaining pupils need to stay engaged.

Subject knowledge and clarity of explanation are described as strengths, with most sixth form teaching delivered by subject specialists. The report also identifies a practical teaching improvement priority: some teachers do not routinely check what pupils have learned, which can weaken feedback and allow misconceptions to persist. For parents, this is a good question to revisit now. Ask how teaching teams check understanding in lessons, what common routines exist for retrieval and assessment, and how leaders monitor consistency.

Early reading is another area described in detail. There is a structured phonics programme in early years and Key Stage 1, with book matching so children practise reading texts aligned to the sounds they know. The improvement point is also clear: some younger pupils did not always get enough time to practise new sounds before moving on. The practical implication is that families with children who need extra rehearsal and repetition should ask how practice time is protected, and what targeted support looks like for pupils who do not secure early fluency quickly.

The school’s own published destination statistics are limited in the available sources, so this section uses the supplied official leaver destination data.

For the 2023/24 leaver cohort (cohort size 38), 53% progressed to university. A further 5% started apprenticeships and 13% entered employment. This offers a basic picture of progression routes, but it does not tell you which universities or courses students secured, nor does it distinguish between competitive and less competitive destinations.

Because the school is all through, families should also think about internal progression at each stage. It is sensible to ask how many Year 11 students typically move into the sixth form, what entry requirements are used for internal students, and what support is offered for external applicants. The Ofsted report indicates the curriculum includes both academic and vocational routes in sixth form, which can be a positive for students who want a clearer line of sight to employment focused pathways.

For families considering sixth form specifically, the most useful next step is often a subject level conversation. Ask for the typical class sizes for your intended A level subjects, the balance of specialist teachers, and how students are supported with independent study, coursework, and exam technique.

Admissions operate through Bexley’s coordinated processes for the main entry points.

Reception entry (September 2026)

Bexley states that applications for Reception entry in September 2026 open on 1 September 2025 and close on 15 January 2026.

The supplied demand data suggests Reception is oversubscribed. In the most recent figures provided, there were 80 applications for 37 offers, which is 2.16 applications per offered place. Where a school is oversubscribed, criteria and evidence matter, so families should plan to read the published admissions arrangements carefully and ensure their application is complete.

Year 7 entry (September 2026)

Bexley states that applications for secondary transfer in September 2026 open on 1 September 2025 and close on 31 October 2025, with offers made on 2 March 2026.

Competition for places is clearer at this entry point in the supplied figures: 571 applications for 153 offers, which is 3.73 applications per offered place.

Bexley admissions materials also indicate that Harris Garrard Academy is among schools that use banding via a non verbal reasoning test in November or December as part of allocation. If you are applying for Year 7, this is a key detail to confirm directly. Banding changes how families should interpret distance and preference strategy, because it divides applicants into ability bands before allocating places.

Parents who are trying to assess realistic chances should use the FindMySchool Map Search to check how their home compares with historic patterns, then treat that as guidance rather than a promise. Distance cut offs and allocation patterns can move materially from year to year.

In year admissions

Bexley provides a separate process for in year applications outside the normal Reception and Year 7 rounds. For families moving into the area mid year, availability can be unpredictable, so ask early and keep paperwork ready.

The published evidence supports a school that takes safeguarding and wellbeing seriously. The second explicit inspection attribution used in this review is here: the Ofsted report states that safeguarding arrangements are effective.

Beyond formal safeguarding, there are useful signals about daily culture. Pupils are described as knowing routines and expectations, and relationships between pupils and staff are reported as positive. Pupils also describe having an adult they can talk to if they need help, which is one of the better indicators of practical pastoral access in a large setting.

The personal, social and health education programme is described as carefully planned, starting in early years and building knowledge over time, including topics such as healthy relationships, bullying, online safety, and mental wellbeing. For parents, the implication is that wellbeing education is not an occasional assembly theme, it is structured content, and that can matter in a community with varied needs and experiences.

Extracurricular life can easily become generic in large all through schools, so it is worth focusing on what has been evidenced and what it suggests.

A clear example of cross phase activity is the primary choir, supported by sixth form students. Choir is not only about music, it is a dependable way to build confidence, listening skills, and teamwork in younger pupils, especially for children who are less drawn to competitive sport. When older students support it, it can also strengthen the sense that the school is one community rather than separate age islands.

The report also references a range of lunchtime and after school clubs, including gardening and football. Gardening clubs often appeal to pupils who prefer practical, calm activities, and can provide a low pressure social space at the end of a day. Football, by contrast, tends to be a high participation anchor that helps large schools create predictable routines after school and build house or year identity through fixtures and training groups.

In sixth form, students are described as taking part in the Duke of Edinburgh’s Award and the Extended Project Qualification. These experiences can strengthen personal statements and interviews, but the deeper value is in independence, planning, and sustained commitment. For students whose grades are not yet at the very top end, strong enrichment and evidence of leadership can be the difference between a competitive offer and a near miss.

Specific school day timings, wraparound care arrangements, and published transport guidance were not accessible through the school’s official website during this review because of access restrictions, so families should confirm start and finish times, breakfast club, and after school provision directly with the school.

For travel planning, it is sensible to test the journey at the times you would actually travel, and to factor in seasonal variability and local traffic patterns. If your child is likely to use public transport, ask about supervision expectations, safe routes, and any school guidance for younger pupils.

• Sixth form outcomes versus lower school momentum. Primary results are very strong and GCSE progress is above average, but A level outcomes sit below England averages on the measures provided. Families targeting highly selective universities should ask detailed sixth form questions about subject staffing, class sizes, and support for independent study.

• Admission competition at key points. Demand data indicates oversubscription for both Reception and Year 7 entry, with particular pressure at Year 7. Families should plan early, understand banding and criteria, and keep preferences realistic.

• Teaching consistency. Official evidence identifies a need for more consistent checking of pupil learning and feedback routines. This is a practical question for prospective parents to test in 2026, especially if your child needs regular reassurance and clear correction when they go wrong.

• All through scale. A large, all through academy can suit children who like structure and routine, but some pupils prefer smaller settings with a more intimate feel. It is worth considering your child’s temperament and how they respond to busy corridors and larger peer groups.

Harris Garrard Academy offers a coherent all through pathway with clear strengths in primary outcomes and strong GCSE progress. The wider culture described in official evidence is orderly and purposeful, with a deliberate effort to build a shared community across phases.

Who it suits: families who want a single educational journey from Reception to sixth form, and pupils who respond well to clear routines, consistent expectations, and a large peer group. The main decision point is sixth form fit. For students aiming for the most competitive academic routes, it is worth validating subject level outcomes and support before committing to post 16 study here.