Harris Academy Beulah Hill Review 2026: A Harris academy in Upper Norwood with an emerging sixth form offer

A non-selective, state-funded secondary in Upper Norwood, Harris Academy Beulah Hill sits within the Harris Federation network and is building its identity as a distinct academy following a recent organisational change. Leadership is clearly defined, with Billy Goldsmith listed as Principal, and governance records show his headteacher role from 01 September 2023.

For families, the big practical draw is straightforward: no tuition fees, a Croydon location with good public-transport coverage, and a sixth form pathway that the academy describes as academically ambitious. On published performance data, GCSE outcomes look broadly in line with the middle of the England distribution, while admissions demand indicators suggest competition for places is real rather than theoretical.

One contextual nuance matters. As of January 2026, Ofsted has not yet published an inspection report under the academy’s current registration, so parents are comparing a live, developing organisation rather than a school with a long recent inspection trail.

The academy’s published narrative emphasises scholarship and professional culture. The Harris Federation model often foregrounds routines, explicit teaching, and clear expectations; here, the academy’s own description focuses on the difference between short-term performance and long-term learning, with a particular emphasis on vocabulary, knowledge and recall as foundations for later analytical work.

This is the kind of language that usually translates into lessons with tight structures and a strong focus on subject terminology, particularly helpful for students who benefit from clarity and predictable classroom routines. It also signals an academic culture that tries to support disadvantaged students by explicitly teaching the knowledge and language that some children pick up indirectly outside school, rather than assuming it is already there.

The most reliable external evidence about day-to-day culture necessarily comes from the predecessor organisation that previously operated across this site and another site. In the May 2022 Ofsted inspection of that predecessor school, the overall effectiveness judgement was Good, and sixth-form provision was Outstanding.

This is a state school, so the most useful benchmark for many families is how GCSE outcomes compare across the wider Croydon and England context.

On FindMySchool’s proprietary ranking (based on official data), the academy is ranked 2411th in England and 28th in Croydon for GCSE outcomes, which places it in line with the middle 35% of schools in England (25th to 60th percentile).

In the latest published GCSE metrics provided, the Attainment 8 score is 44, and the average EBacc APS is 3.94. The Progress 8 score is 0, indicating outcomes broadly in line with expectations given students’ starting points in the underlying dataset. The proportion achieving grades 5 or above in the EBacc is 10.2% (a measure that tends to be sensitive to entry patterns as well as outcomes).

For parents comparing options, the practical implication is that this is not a school currently signalled by the dataset as an outlier on headline GCSE measures, either positively or negatively. Instead, it is an academy where the experience is likely to be shaped as much by culture, teaching consistency, attendance, behaviour expectations, and subject choices as by any single top-line statistic.

The academy’s published curriculum statement is unusually specific about learning mechanics, putting knowledge, vocabulary, rehearsal and retrieval at the centre of teaching. That typically points to teaching that prioritises:

• carefully sequenced content, so new topics build deliberately on prior learning

• regular low-stakes checking of understanding and recall

• explicit attention to academic vocabulary, so students can read and write with precision across subjects

For students, the benefit is often cumulative. A strong vocabulary and secure “core knowledge” base can improve reading comprehension and writing quality in humanities, while also reducing cognitive load in science and mathematics when students meet unfamiliar contexts.

The trade-off, in some schools following this model, is that lessons can feel tightly framed and demanding, particularly for students who prefer more open-ended discussion early in learning. Families who value clear routines and explicit instruction usually see this as a strength; families seeking a looser, more exploratory classroom style may want to explore how the approach feels in practice.

Published destination statistics are not available in the supplied destination dataset for this academy, and the academy does not publish a single headline Russell Group or Oxbridge figure in the accessible official sources reviewed. What is available, however, is a set of named examples of sixth-form destinations and courses, including University College London, Exeter, Warwick, Bristol, Queen Mary University, Loughborough, and York.

For parents, these examples are most useful as signals about the breadth of post-18 routes: a mix of humanities, law, STEM, and vocational progression. The key question to test at an open event is consistency: how widely are these outcomes spread across the cohort, and what structured support is in place for applications, references, and personal statements.

For Year 7 entry, applications are coordinated through the Local Authority in the normal admissions round, with the academy’s own determined arrangements aligning to the Pan-London timetable. The determined admissions arrangements state a 31 October 2025 deadline for Year 7 applications, with offers on National Offer Day in early March 2026.

Demand signals in the supplied admissions snapshot indicate the academy is oversubscribed. The dataset shows 484 applications for 181 offers, and a subscription proportion of 2.67 applications per place, with the oversubscription status listed as Oversubscribed. This level of demand typically means families should treat the academy as a realistic option rather than an automatic allocation, particularly if you are not close enough to benefit from distance-based criteria once priority categories have been applied.

For sixth form entry (Year 12), the determined arrangements include a specific deadline: 31 March 2026 for applications for admission to Year 12 in September. The same document also notes that banding does not apply to Year 12 entry, and that places are allocated by academic entry criteria and oversubscription rules where relevant.

A practical tip: if you are weighing multiple Croydon options, use FindMySchool’s Map Search to check realistic travel times alongside admissions criteria, because daily commute can become the hidden factor that drives attendance and wellbeing.

The academy sits within a trust that generally prioritises clear safeguarding procedures and staff visibility for student support. Formal evidence for the current registration is not yet available through an Ofsted published report, but the May 2022 inspection of the predecessor organisation found safeguarding arrangements to be effective.

For students, wellbeing will often hinge on three operational choices: how reliably behaviour expectations are applied, how swiftly bullying and peer conflict are handled, and how well attendance and pastoral teams work with families when issues begin to surface. In the predecessor inspection narrative, pupils reported confidence in approaching staff and felt concerns were acted on promptly, which is the right direction of travel for any school serving a mixed intake across a broad local area.

A strong extracurricular offer matters most when it is specific, regular, and well-attended, because that is what builds friendship groups and confidence beyond lessons. The most detailed official list accessible through formal inspection evidence comes from the predecessor organisation’s 2022 inspection narrative, which highlighted enrichment uptake and named activities including cookery club, tai chi, drama, and a coding club.

Facilities investment is another clue to what can be offered outside lessons. A published academy presentation describes funding for environmental improvements and facilities development, including two “Super Labs” for science and a floodlit 4G pitch. When those facilities are used well, they typically translate into wider participation in sport and stronger practical science experiences, especially at Key Stage 3 where engagement can set the tone for GCSE options later.

This is a state school with no tuition fees. Families should budget for the usual associated costs such as uniform, equipment, trips, and any optional activities.

Transport is a meaningful strength in this part of Upper Norwood, with Transport for London’s local mapping showing multiple bus routes serving the wider Beulah Hill area, including routes 196, 249, 468, and 450 in nearby corridors.

School-day start and finish times are not consistently published in the accessible official sources reviewed; families should confirm the daily timetable directly with the academy, alongside expectations for punctuality, detentions and enrichment scheduling.

• Inspection visibility. As of January 2026, Ofsted has not yet published an inspection report for the academy’s current registration, so families should use open events and direct questions to understand current priorities and quality assurance.

• Admissions competitiveness. The available demand snapshot shows oversubscription (484 applications for 181 offers). Families should treat this as a school where admission criteria and practical location matter.

• Sixth form clarity. The Year 12 application deadline of 31 March 2026 is clear, but families should ask for detail on subject availability, entry requirements by course, and the support structure for university, apprenticeships and employment routes.

• Teaching style fit. The curriculum narrative suggests a strongly structured, knowledge-led approach; this suits many students well, but it is worth checking that your child responds positively to that kind of classroom rhythm.

Harris Academy Beulah Hill is a non-selective Croydon secondary that looks set up for families who want clear routines, a scholarship-oriented culture, and a sixth form pathway without private-school costs. The dataset positions GCSE outcomes in the middle of the England distribution, and admissions demand suggests entry can be competitive.

It suits students who do best with explicit teaching, strong vocabulary and knowledge-building, and a structured approach to learning, alongside families who can engage early with the admissions timetable and ask detailed questions about sixth form routes.