Harris Academy St John’s Wood Review 2026: High expectations, a broad curriculum, and a sixth form with real momentum

This is a large, mixed academy serving Years 7 to 13 in Westminster, with a clear through-line from behaviour to achievement. Expectations for conduct are deliberately high, and the culture is organised around protecting learning time, building routines, and giving students structured opportunities to lead. The academy is part of the Harris Federation, and that trust infrastructure shows up in staff development, curriculum planning, and the consistency of systems.

For families comparing outcomes across London, the GCSE picture is steady rather than headline-grabbing, with strong progress measures from students’ starting points. Sixth form outcomes are more mixed against England benchmarks, which is often the reality in large, inclusive sixth forms that serve a wide range of pathways. Where the academy stands out is in the combination of calm standards, extensive enrichment, and an explicit focus on belonging for a diverse student body.

Leadership is stable and clearly defined. The principal is Samantha Green, who has been in post since September 2021, supported within the trust structure by an executive principal, Nick Soar. That division of responsibility matters in practice because it allows the academy to keep day-to-day leadership close to students while still drawing on trust-wide expertise for curriculum and professional development.

The academy’s values are presented as dedication, determination and destiny, and they are used as more than branding. They connect directly to how behaviour, attendance, and enrichment are framed, with strong emphasis on students working hard, being punctual, and seeing education as a route to future options. External review evidence points to behaviour that is consistently strong, with routines that minimise disruption and help students feel safe and settled.

A distinctive feature is the way enrichment is positioned as part of the mainstream experience, not something reserved for a small group. The academy highlights wide participation in clubs and trips, and students are encouraged to help shape what is offered through a leadership strand called the Do More Ambassadors programme. For families who want their child to grow confidence outside lessons, that matters because it signals a culture where leadership is taught and practised, rather than simply awarded to the most outgoing students.

There is also clear evidence of community-facing activity in sixth form. Year 12 students take part in outreach work supporting local primary schools and a care home, and sixth formers lead major events such as an annual Eid celebration attended by more than 300 parents, carers and pupils. The implication for parents is that the sixth form experience is intended to build social confidence and responsibility alongside qualifications.

GCSE outcomes sit in the middle band nationally, with strong progress from starting points

On the FindMySchool ranking (a proprietary measure built from official results data), the academy is ranked 1,188th in England and 15th in Westminster for GCSE outcomes. This reflects solid performance, in line with the middle 35% of schools in England (25th to 60th percentile).

At GCSE level, the headline data includes an Attainment 8 score of 51 and a Progress 8 score of +0.53. The Progress 8 figure indicates students make well above average progress across their GCSE subjects compared with pupils nationally who had similar prior attainment. That is typically one of the most useful indicators for parents, because it speaks to what the school adds over time rather than the intake alone.

EBacc indicators are more mixed. The average EBacc APS score is 4.83, above the England benchmark (4.08). At the same time, the percentage achieving grade 5 or above in the EBacc is 22.8, which suggests outcomes are not uniformly strong across every academic route and that cohort entry patterns and subject choices may shape results year to year.

A-level outcomes, are weaker against England averages

On the FindMySchool ranking (proprietary, based on official results data), the academy is ranked 1,839th in England and 19th in Westminster for A-level outcomes, placing it below England average overall (bottom 40%). In grade terms, 3.7% of entries are A*, 11.64% are A, and 35.98% are A* to B. The England averages are 23.6% for A*/A and 47.2% for A* to B, so the sixth form performance here is below those benchmarks.

The key interpretation for families is not that the sixth form lacks ambition, but that it appears to be serving a broad set of pathways and starting points. External review evidence describes a carefully planned sixth form curriculum that aims to cater for a wide range of interests and career routes, which often correlates with more varied outcomes than highly selective sixth forms.

Curriculum breadth and depth has been a specific focus over time. In the most recent ungraded inspection evidence, the academy is described as setting high academic standards, with pupils achieving extremely well in most subjects, including students with SEND and those who are disadvantaged. It also highlights effective adaptation of learning to meet individual needs and an approach to early reading support where required, including a phonics programme for younger pupils who need additional help.

For parents, this matters in three practical ways. First, strong routine and behaviour expectations create the conditions for teaching to be consistent. Second, early identification and targeted support can be decisive for students who arrive in Year 7 with gaps in literacy. Third, the trust-wide model of subject support and teacher development, referenced in earlier inspection evidence, suggests that staff are not operating in isolation and can access shared expertise across the federation.

In classroom experience terms, the academy’s stated approach is built around high support and high challenge, with specialist teaching in specialist areas on a modern, spacious site. While “specialist facilities” is a broad phrase, the implication is that the curriculum is intended to be taught in appropriate subject spaces rather than being constrained by limited rooms or temporary arrangements.

Where Students Go Next

For families looking at post-16 and post-18 pathways, the most reliable published destination data here is the DfE 16 to 18 leaver destination dataset supplied in the school profile. For the 2023/24 cohort, 58% progressed to university, 14% moved into employment, 2% went into further education, and 1% started apprenticeships. This combination suggests the sixth form is supporting both academic and employment routes, which can be attractive for students who want options rather than a single prescribed pathway.

Oxbridge data, where available, tends to be small numbers in most large comprehensives. In the most recent Oxbridge dataset provided for this profile, 12 students applied, one offer was made and one student accepted, and the acceptance was at Cambridge. The right way to read this is as evidence that the academic ceiling is present for a small number of students each year, rather than as a defining feature of the sixth form.

The more meaningful parent takeaway is that the academy appears to combine inclusive destinations with targeted support for high-attaining applicants. Families with ambitious academic goals should ask about sixth form mentoring, subject availability, and application support early, especially for competitive courses.

Year 7 entry is coordinated through Westminster’s secondary admissions process. For September 2026 entry, Westminster states that applications open via the Pan-London system on 1 September 2025 and close on 31 October 2025, with national offer day on 2 March 2026.

The academy’s published admissions number for September 2026 entry is 210 places. Priority follows the standard pattern for academies, with places first allocated to pupils with an Education, Health and Care Plan naming the school, then looked-after and previously looked-after children, exceptional social or medical need, siblings, children of eligible staff, and finally distance from home to school measured in a straight line. Multiple births are handled with a rule that prioritises the eldest child if admitting all children would exceed the published number.

Competition for places is not always straightforward to predict in London, because patterns can shift year to year as families move and preferences change. Westminster’s brochure indicates that for national offer day 2025, 541 applications were submitted and all applicants were offered a place, with six places allocated via an Education, Health and Care Plan route. This suggests that, at least in that year, admissions pressure was lower than at some nearby Westminster schools, though families should still treat this as a point-in-time picture rather than a guarantee.

Open events run on an annual cycle. For the September 2026 admissions round, Westminster lists open mornings in September and early October, plus an open evening in late September. Families applying in future years should expect a similar autumn window and should check the academy’s current calendar for the confirmed dates.

Two practical tools help here. Use FindMySchool Map Search to understand your straight-line distance against the criteria, then use the Local Hub comparison view to benchmark outcomes against realistic local alternatives rather than against London as a whole.

Pastoral structures are clearly described in local authority material. Each year group has a Head of Year alongside a Pastoral Support Manager, and the academy describes its pastoral system as designed both to support wellbeing and to drive progress. The student voice offer is structured, with routes such as prefect roles, tutor group representatives, and the school council.

Safeguarding is described as effective in the most recent Ofsted evidence. That matters as a baseline, but the more day-to-day indicator for parents is behaviour consistency. Both the 2019 inspection and the 2025 ungraded inspection evidence present a consistent picture of high behavioural standards and a culture where bullying is rare and dealt with quickly when it occurs.

Families should still ask practical questions during visits: how pastoral teams handle attendance dips, how SEN support is identified and delivered in mainstream lessons, and what escalation looks like when a student is struggling socially or emotionally.

Enrichment is treated as a core strand rather than an optional extra, with a range that includes both creative and practical activities. Named examples include crochet and a Master Chef club, alongside competitive sports such as netball and basketball. Those details are useful because they signal a mix of low-barrier clubs for beginners and higher-energy options for students who want competition and team identity.

Performing arts also appear to be a genuine pillar. The academy runs theatre productions that involve students from different backgrounds, and the language used in inspection evidence frames these as high-quality and widely participated in, rather than niche showcases. The implication for parents is that drama is likely to be an accessible route for confidence-building, speaking skills, and friendship groups, especially for students who do not immediately connect through sport.

Leadership opportunities extend beyond formal roles. The Do More Ambassadors programme is positioned as a way for students to shape enrichment itself, which can be especially valuable in a large school where students may otherwise feel their voice is lost. In practice, this kind of structured leadership tends to benefit students who are conscientious but not naturally attention-seeking, because it gives a clear job to do and a visible contribution to make.

Transport links are a practical strength. Westminster lists nearby Underground access via St John’s Wood and Swiss Cottage stations on the Jubilee line, plus South Hampstead rail, and it also lists bus routes serving the local area.

The academy is described as operating on a modern and spacious site with specialist teaching spaces that support a broad curriculum. For parents, this is worth probing during a tour by asking to see core subject areas, sixth form study spaces, and the facilities used for arts and enrichment.

Published information about daily start and finish times, as well as any breakfast provision or after-school supervision, should be checked in the academy’s current parent information, as timings can change.

• Sixth form outcomes vs England benchmarks. A-level grades sit below England averages, with 35.98% at A* to B compared with an England benchmark of 47.2%. Families targeting the most competitive university routes should ask about subject entry requirements, teaching groups, and academic mentoring in Year 12 and Year 13.

• Inclusive sixth form, mixed pathways. The destination profile shows both university progression and a meaningful proportion moving into employment. This can be a positive for students who want choices, but it also means students need to be proactive about selecting the right pathway and meeting deadlines.

• Admissions pressure can change quickly. Westminster’s data for national offer day 2025 suggests all applicants were offered a place, but that is not a promise for future rounds. Families should treat previous-year admissions as context and still build a balanced preference list.

• High expectations suit many, but not all. Behaviour and routines are central to the model. Students who respond well to clear rules tend to thrive; those who struggle with structure may need strong family alignment with the approach.

Harris Academy St John’s Wood is defined by consistent standards, strong progress through GCSE, and an enrichment and leadership offer designed to include a wide range of students. The sixth form appears purposeful and community-minded, though outcomes are below England averages and merit close questioning for very academic routes. Best suited to families who want a structured, high-expectations environment with clear routines, broad opportunity, and strong support for students from different starting points.