King Harold Business & Enterprise Academy

What Ofsted said

From the inspection on 21 April 2026

Pupils experience school as a safe and orderly place to learn. Many show resilience and commitment to their education, particularly when barriers to learning are actively addressed. Pupils benefit from targeted support. This support is improving pupils' engagement and attendance. It helps pupils to progress from their individual starting points. Pupils enjoy learning most when teaching is purposeful and structured. However, their experience in classrooms can vary. While some pupils progress well, others do not always benefit from high-quality teaching. In some lessons, pupils do not always get the adaptations they need to successfully access the lesson and move on. Pupils largely feel included in the daily life of the school. They describe positive, respectful relationships with staff and peers. Pupils feel listened to, particularly through trusted adults. Student leadership roles, such as the school parliament, are helping pupils to develop confidence and share their views. Many pupils feel a sense of community fostered through rewards, kindness initiatives and mentoring. However, access to broader experiences beyond the classroom is uneven. While careers opportunities are strong, enrichment and extra-curricular participation are less consistent. Not all pupils benefit equally from activities that extend the curriculum and nurture interests and talents beyond academic learning. Pupils are aware of how to stay safe both online and offline, reflecting a strong safeguarding culture and vigilant oversight. Behaviour is generally calm and respectful, with clear routines that support regulation and attendance. Most pupils attend regularly. Some pupils feel less confident in reporting issues and would like greater confidence in how staff follow them up. The school’s ambition for pupils is to flourish as confident, well-rounded individuals. Many pupils develop these positive traits. Pupils who face greater challenges benefit from targeted emotional and behavioural support. This helps them to regulate, reset and re-engage with the school day.

What the school should improve

• Leaders should ensure that staff at all levels have the skills to drive the necessary improvements. This includes improving the sharpness of evaluation and ensuring consistent implementation of the agreed strategies.
• Leaders should ensure that teachers use assessment effectively to adapt their lessons in order to meet pupils’ needs.
• Leaders should reduce the variability in how the school’s personal development programme is taught. They should ensure that pupils’ experiences fully reflect leaders’ intent and that pupils learn securely what is taught in the school’s personal, social and health education curriculum.
• The trust should ensure that those with responsibility for governance consistently provide effective support and scrutiny to leaders’ work, including through effective evaluation of the impact of changes on pupils’ achievement.

Read the full Ofsted report (opens in a new tab)