Harris Academy Orpington Review 2026: A Harris sixth form with strong personal development

Purposeful, ambitious, and structured, Harris Academy Orpington is a mixed 11 to 18 academy in the London Borough of Bromley, part of the Harris Federation. The latest inspection (24 to 25 May 2023) rated the school Good overall, with Outstanding judgements for personal development and sixth form provision, a combination that signals a school doing particularly well at building mature, work ready students at post 16.

Leadership is organised around a Head of Academy, Richard Carey, with David Astin listed as Executive Principal in the inspection report.

For parents, the headline is balance. Academic outcomes sit around the middle of the England pack at GCSE on the available data, while sixth form results are weaker against England averages. Where the school stands out is the wider offer, including enrichment expectations in sixth form, a strong careers programme, and an approach to reading and support that is explicit rather than left to chance.

This is a school that puts a premium on culture. The inspection report describes a clear community ethos under the motto Together We Can, with pupils safe and happy and staff knowing pupils very well. That matters in a large, all ability setting, because it is often consistency and relationships that determine whether students settle quickly and attend well.

Day to day, the tone is described as generally calm, with behaviour typically positive in lessons and around the site, and low level disruption dealt with promptly when it occurs. The report is also candid that expectations are not always consistently high in every classroom, particularly around attention and attitudes to learning. The practical implication is that families should look for evidence of consistent routines during a visit, for example how starts of lessons are managed and how teachers check that students are following.

Sixth form culture appears to be a strength. Students are described as receiving excellent academic and pastoral support, and all sixth form students are expected to take part in weekly enrichment. That kind of universal enrichment model tends to suit students who thrive with structure and do not want to negotiate access to opportunities.

GCSE performance, relative position

Ranked 2178th in England and 8th in Bromley for GCSE outcomes (FindMySchool proprietary ranking based on official data), Harris Academy Orpington sits in line with the middle 35% of schools in England (25th to 60th percentile) for this measure. Progress measures are positive, with a Progress 8 score of 0.15, indicating students make above average progress from their starting points.

On the GCSE basket measures provided, the school’s Attainment 8 score is 43. EBacc outcomes show 16.5% achieving grade 5 or above in the EBacc measure, and an EBacc average point score of 4.05.

These numbers point to a school that is supporting progress, but where high end EBacc outcomes are not the defining story. For many families, the most useful next step is to look at subject choice and intervention, particularly around English and mathematics, and how the school supports strong attendance and homework habits.

Sixth form performance, relative position

Ranked 2183rd in England and 7th in Bromley for A level outcomes (FindMySchool proprietary ranking based on official data), the sixth form sits below England average on the available grade distribution data. A level grades show 31.25% at A* to B, compared with an England average of 47.2% for A* to B. A* to A is 6.25% (A* 1.04% plus A 5.21%), compared with an England average of 23.6%.

The implication is not that the sixth form is weak on support, the inspection judgement suggests the opposite, but that outcomes are not currently matching the strongest local sixth forms on raw grades. For students aiming for the most competitive university courses, it becomes important to ask about subject level entry requirements, class sizes in Year 12 and Year 13, and how the school supports independent study routines.

Curriculum thinking is described as ambitious and carefully sequenced, including for pupils with special educational needs and disabilities. The inspection report gives a concrete example of subject sequencing in geography, building knowledge over time from Year 7 onwards. That kind of clarity usually benefits students who need learning to be cumulative rather than topic by topic.

Reading is treated as a whole school priority. Pupils at early stages of reading are identified and supported, pupils read weekly during tutor periods, and small groups visit the library each week to choose books. This is a practical, system led approach rather than an optional extra, and it can be particularly valuable in a mixed ability intake where reading ages may vary widely on entry.

Where improvement work is likely to be focused is the consistency of checking for understanding. The report notes that teachers do not always check pupils’ understanding and address misconceptions routinely, which can mean pupils move on without a firm grasp of earlier content. Parents considering the school should ask what training and routines are now in place to make live checking and responsive teaching more consistent across departments.

Where Students Go Next

University and employment pathways matter most in a school with a sixth form, and the available destination data suggests a mixed picture. For the 2023/24 leavers cohort (cohort size 48), 33% progressed to university, 4% to apprenticeships, 2% to further education, and 38% entered employment. Percentages do not need to sum to 100%, and the emphasis here is on the shape of pathways rather than a single headline.

Academic stretch routes exist. In the measured Oxbridge reporting period, there were 2 applications, 1 offer, and 1 acceptance. In a non selective setting, even small numbers can indicate that pathways and guidance exist for students who are ready to compete at the highest level, particularly when paired with the sixth form’s Outstanding judgement.

Careers education appears well developed. The inspection report describes a wide careers programme, including university visits and talks from apprenticeship providers, plus personal mentoring to support applications. The practical implication is that students should be exposed to multiple pathways, not pushed down a single university track.

Year 7 entry (September 2026 intake) is coordinated by Bromley for residents, with key dates clearly set out by the local authority. Applications for Year 7 places in September 2026 open on 1 September 2025, close on 31 October 2025, and national offer day is 2 March 2026.

Admissions arrangements can also include school specific elements. A Department for Education determination document discusses proposals for a banding test (described as a non verbal reasoning test used to allocate applicants to ability bands) and a proposed reduction in the Year 7 Published Admission Number from 180 to 120 for the 2025/26 arrangements, with testing indicated in December. Because admissions arrangements can change by year, parents should treat this as context and check the current policy for the 2026/27 entry round.

In year admissions may operate differently. Bromley’s guidance indicates that some academies handle their own in year admissions rather than the council coordinating every application, so families moving into the area mid year should confirm the route before applying.

A practical tip for families comparing options is to use FindMySchool’s Map Search and Comparison Tool to shortlist realistic alternatives in Bromley alongside this school, then verify admissions routes and deadlines for each one.

Pastoral support is presented as a strength, particularly in sixth form, and safeguarding is treated as part of daily culture rather than compliance. Ofsted confirmed safeguarding arrangements were effective at the May 2023 inspection.

Personal development is a standout. The inspection report describes an exceptionally high quality personal development programme, designed around pupils’ needs and including content that helps pupils understand how to stay safe and look after physical and mental health. Students taking on leadership roles through committees is another sign of a school that expects pupils to contribute, not just attend.

For families, the most useful questions are practical ones, how the school supports attendance, how early concerns are communicated, and what targeted support looks like for students who are bright but lose momentum.

The enrichment offer is one of the school’s clearer differentiators, because it is described with specifics rather than broad claims. The inspection report references an environmental group and a cooking club, alongside wider sports and music opportunities. It also notes cultural outings, including trips to museums, galleries, and the opera, plus visitors into school.

In sixth form, enrichment is not optional. All students participate weekly, with examples including the Duke of Edinburgh’s Award and the Extended Project Qualification (EPQ). That matters because EPQ can strengthen university applications for students who enjoy independent research, while Duke of Edinburgh can build confidence and routine for students who respond well to structured challenge.

There is also a strong peer support dimension. Sixth form students are described as volunteering around the school, including helping Year 7 readers and mentoring younger pupils. The implication is a sixth form that is integrated into the wider school rather than socially separate.

This is a Bromley secondary academy serving Orpington and surrounding areas, with typical access via local bus routes and nearby National Rail stations in the Orpington area. For families using rail, St Mary Cray station is one of the local options in the BR5 area.

School day start and finish times, as well as any after school provision, were not available from the sources accessible for this review. Families should confirm the daily timetable, homework routines, and sixth form study expectations directly with the school before deciding.

• Sixth form grades vs support. Sixth form provision is rated Outstanding, but A level grades sit below England averages on the available distribution data. Families should ask how study skills are taught, how much supervised study time is built into the week, and how intervention works when students fall behind.

• Consistency of classroom expectations. External review notes that checking for understanding and expectations for attention are not always consistent. This is worth probing department by department, especially in the subjects your child cares about most.

• Admissions details can be technical. Bromley’s coordinated dates are clear, but the school’s admissions arrangements may include additional steps such as banding tests in some years. Treat deadlines as fixed, and confirm any school specific requirements early.

• Pathways are varied. Destination data shows sizeable proportions moving into employment as well as university. That can suit students who want a practical route, but families focused on competitive university courses should ask for recent subject level outcomes and guidance details.

Harris Academy Orpington looks like a school with a clear moral purpose, strong personal development, and an unusually positive inspection picture for sixth form culture and support. GCSE outcomes sit around the middle of England on the available rankings, with positive progress, while A level grades lag England averages, meaning ambitious students will benefit from being proactive about study routines and subject choice.

Who it suits: families seeking a structured 11 to 18 academy in Bromley where enrichment, careers guidance, and personal development are treated as core, and where students who engage with support can progress well. The main decision point is whether the sixth form’s support model aligns with your child’s independence and academic targets.