The Harbour School

What Ofsted said

From the inspection on 18 March 2026

The Harbour serves pupils with a wide range of social, emotional and mental health needs. It has a number of different provisions operating across multiple sites. Many pupils are extremely vulnerable, including those in the medical provision, those who suffer significant levels of anxiety, those at risk of being drawn into criminal or sexual exploitation and many who have faced other extremely difficult circumstances in their lives. Some pupils have been excluded from other schools. Many have previously low rates of attendance at their former school, and many struggle to manage their emotions and maintain positive behaviour. Over time, the trust has not secured and embedded improvements to this school. Too many pupils are not helped to overcome barriers to their attendance. Although there have been some recent improvements to the curriculum, most pupils have significant gaps in their knowledge and do not achieve well. Infrequent attendance means that too many pupils do not benefit from the school’s personal development and wellbeing provision. They are not well prepared to have successful futures. There are some pockets of success. For example, most of the school is calm, and some pupils develop positive friendships with others in the school. Staff help pupils to manage their emotions, and a few do achieve well. This is especially the case in the medical provision and for those pupils with significant anxiety. Pupils in Year 10 are enthusiastic about new opportunities to attend college courses that offer vocational learning. Pupils are safe. This is because leaders and staff know pupils well. They liaise well with families and external agencies to help keep pupils safe, including those at risk of harm and those who are frequently absent.

What the school should improve

• Leaders and governors must urgently develop effective strategies to raise pupils’ attendance. This should include ensuring that any use of part-time timetables follows government guidance. Leaders should monitor the effectiveness of these strategies to ensure that they have sustained impact.
• Leaders should ensure that recent improvements to the curriculum and teaching are further embedded so that pupils develop detailed knowledge and their achievement improves. In particular, leaders should ensure that assessment processes help staff to understand pupils’ gaps in learning and that there are effective methods in place to support staff in filling these gaps.
• Leaders should develop strategies to ensure that pupils who do not attend regularly receive timely, effective help that supports their personal development and wellbeing and helps to reduce pupils’ risks of harm.
• The trust should improve how well it oversees the school so that school leaders feel better supported in their work and that barriers to pupils' learning and wellbeing are reduced more comprehensively.

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