The Royal Harbour Academy

What Ofsted said

From the inspection on 19 May 2026

Pupils, including those who are disadvantaged, do not achieve as well as they should in national examinations. Insufficient pupils secure the necessary qualifications and foundational knowledge that they need to prepare them well for their next steps. In particular, pupils do not learn as effectively as they should in mathematics. This prevents pupils from having some of the important knowledge and skills that they need beyond school. Typically, students in the sixth form achieve more securely. Pupils’ experiences in learning vary. In some subjects and lessons, teaching is effective and pupils enjoy their learning. For example, pupils engage well in the personal development curriculum. As a result, pupils understand how to keep themselves safe and healthy and are generally well prepared for life in modern Britain. Across other areas of learning, pupils do not learn as well as they should. Staff across the school are caring and supportive. They understand pupils’ needs and are effective in reducing the barriers to wellbeing that many pupils have. However, staff do not support pupils’ academic development as thoroughly. Sometimes, pupils with special educational needs and/or disabilities (SEND) struggle to participate in lessons as successfully as their peers. Across the school, pupils, including those with SEND and those who are disadvantaged, do not make sufficiently positive progress from their starting points. Pupils have a wide range of opportunities to participate in enriching experiences. Staff ensure that pupils’ views are considered in the broad range of trips and clubs offered. All pupils are encouraged to explore their talents and interests. Typically, pupils have positive attitudes towards school and learning. Most pupils attend regularly and behave well. Staff provide helpful support to pupils who struggle to engage positively in school. Pupils feel safe because they are safe. Staff ensure that any incidents of bullying are swiftly and effectively addressed.

What the school should improve

• Leaders should ensure that the quality and consistency of teaching across the school improves, so that pupils learn effectively and achieve well.
• Leaders should ensure that assessment is used more effectively across the school, to identify and address misconceptions and knowledge gaps.
• Leaders should ensure that pupils develop secure foundations in their mathematical knowledge, so that they are better prepared for their next steps.
• Leaders should ensure that they continue their work to reduce pupils’ absences.

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