Harris Academy St John's Wood
Harris Academy St John's Wood is a co-educational secondary academy and sixth form in St John's Wood, London, serving pupils aged 11 to 18 as part of the Harris Federation multi-academy trust.[1][2] Formerly Quintin Kynaston School, founded in 1969 through the merger of earlier institutions, it was placed in special measures prior to joining the Harris Federation in 2017, which prompted its renaming and a program of reforms focused on academic rigor and personal development.[3][2] Under Federation sponsorship, the academy has demonstrated marked improvement, earning a 'Good' overall rating from Ofsted in its 2019 inspection—the first since academisation—with outstanding judgments for behaviour and attitudes and for the sixth form provision; a 2025 monitoring visit further affirmed significant progress across all areas, including high academic standards and an aspirational curriculum.[3] In 2023 GCSE examinations, 74% of pupils achieved grade 4 or above in both English and mathematics, while 65.7% secured grade 5 or above in these core subjects, reflecting the school's emphasis on scholarly achievement alongside creativity and extracurricular engagement.[4][5]
Historical Development
Origins as separate institutions
The Quintin School originated from the Polytechnic Day Boys' School, founded on 1 January 1886 by Quintin Hogg, a merchant and philanthropist, on Regent Street in London.[6] Hogg, who had earlier established the York Place Ragged School in 1864 to educate impoverished children, aimed to provide daytime education utilizing unused Polytechnic facilities, focusing on academic and practical instruction for boys from modest backgrounds.[7] In 1892, the school divided into separate commercial and technical branches to specialize offerings, though these reunited under headteacher Percy Abbott in 1919.[8] By 1944, the institution attained selective grammar school status under headteacher Bernard Worsnop and relocated to a new site in St John's Wood, where it adopted the name The Quintin School in honor of its founder.[9] The Kynaston School began as the Paddington Secondary Technical School, established in the 1920s to deliver vocational and technical training in response to industrial demands for skilled labor.[8] Renamed Kynaston Technical School by 1956, it emphasized practical subjects such as engineering and crafts, serving boys in the Paddington area before moving to premises adjacent to The Quintin School in 1944 to facilitate shared resources and proximity.[6] This relocation underscored the schools' complementary roles, with Kynaston focusing on technical education while Quintin pursued a broader academic curriculum, both operating as boys-only institutions until their eventual merger.[9]Grammar school operations
The Quintin School functioned as a selective grammar school for boys from its attainment of grammar status in 1944 until its merger with Kynaston School in 1969.[8] Initially operating as a fee-paying institution under the Polytechnic Secondary School name, it transitioned to voluntary controlled status in 1948 following the abolition of fees under the Education Act 1944, with funding provided by the London County Council.[6] Admissions were highly competitive, relying on entrance examinations such as the 11-plus or equivalent tests, including LCC Junior County Scholarships and Polytechnic Free Place Examinations, to identify academically able pupils.[6] The curriculum emphasized rigorous academic preparation, initially featuring classical subjects like Latin and Greek alongside sciences, mathematics, and English, with a particular strength in scientific education facilitated by access to laboratories at the adjacent Polytechnic.[6] Enrollment peaked at nearly 600 pupils by the 1920s and remained substantial post-war, supporting advanced matriculation courses that saw university entrants rise significantly under headmaster Percy Abbott (1919–1934).[6] The school relocated to a purpose-built site in St John's Wood in 1956, ending years of temporary accommodations and providing facilities including science laboratories and a gymnasium, which enhanced operational efficiency and extracurricular activities such as sports.[8][6] Under headmaster Bernard Worsnop, who oversaw the wartime evacuation and post-war recovery, the school achieved notable academic successes, with matriculation passes increasing from 7 to 50 within five years during Abbott's earlier tenure, reflecting the selective nature's focus on high achievement.[6] Operations prioritized discipline, intellectual development, and preparation for higher education or professions, aligning with the grammar school model's aim to educate the most capable students irrespective of background, though access was limited to those passing the entrance criteria.[8] The institution remained boys-only throughout this period, fostering a structured environment that contributed to its reputation for academic excellence prior to the shift toward comprehensive education.[8]Transition to comprehensives
In the mid-1960s, the UK Labour government under Prime Minister Harold Wilson promoted the replacement of the selective tripartite system—comprising grammar, technical, and secondary modern schools—with non-selective comprehensive schools to promote educational equality across ability ranges. This was advanced through Department of Education and Science Circular 10/65, which urged local education authorities to submit plans for reorganisation and phase out selection at age 11. In the City of Westminster, where Quintin School operated as a selective grammar school since 1944, this policy necessitated structural changes to integrate broader pupil intakes and eliminate academic streaming based on entrance exams.[6] Kynaston School, originally the Paddington Secondary Technical School until its renaming in 1956, had already aligned with non-selective principles as a technical institution focused on vocational and practical education without rigid ability-based admission. By the late 1960s, it functioned effectively as a comprehensive, admitting pupils across the ability spectrum and emphasising technical skills alongside general academics, in line with earlier post-war experiments in non-selective secondary education.[10] This positioned Kynaston as a natural partner for reorganisation, avoiding the need for standalone conversion while adapting curricula to broader comprehensive demands, such as expanded humanities and sciences for mixed-ability classes. For Quintin School, the transition involved incremental steps toward inclusivity, building on the 1948 abolition of tuition fees which had previously limited access to scholarship and fee-paying boys from varied backgrounds. However, full comprehensivisation required abandoning selective entry, leading to plans for integration with non-selective provision to form a unified school serving the local area's demographic diversity, including working-class and immigrant families in North Westminster. This shift reflected causal pressures from falling grammar school rolls due to population changes and policy directives, rather than isolated institutional choice, with local authority consultations culminating in merger proposals by 1968.[6] Critics of the national policy, including some educators and parents, argued it diluted academic rigour in former grammar settings, though proponents cited evidence from early comprehensive pilots showing improved social cohesion without uniform performance declines.Merger and formation of Quintin Kynaston
In 1969, Quintin Grammar School and the adjacent Kynaston Technical School in St John's Wood merged to establish Quintin Kynaston School as a single comprehensive institution for boys.[11][9] The combined school initially enrolled around 1,300 students, utilizing the shared site of the predecessor institutions which had been built next to each other.[11] This merger reflected the UK's educational policy shift toward non-selective comprehensive schooling, integrating the academic focus of the grammar school with the technical emphasis of Kynaston.[10] The new entity retained elements of both schools' histories, naming itself after Quintin Hogg, founder of the Polytechnic lineage leading to Quintin School, and the Kynaston institution.[6] Operations commenced under unified leadership, marking the end of separate selective education at the site and the beginning of mixed-ability intake.[12]Pre-academy challenges and intervention
In the aftermath of its 2011 academy conversion, Quintin Kynaston experienced a period of leadership instability and declining performance. Long-serving headteacher Jo Shuter, who had overseen improvements in attainment from 2001, was suspended in September 2012 pending an investigation into the school's finances, which revealed misuse of public funds including unauthorized payments to relatives and improper procurement processes.[13] She resigned in June 2013 and was subsequently banned from teaching for two years in 2015 after admitting 11 charges of misconduct.[14] This turbulence contributed to weakened governance and a loss of focus on sustaining educational improvements, as highlighted in Ofsted's 2014 inspection, which rated the school as requiring improvement and noted inconsistent progress. A full Ofsted inspection conducted on 18–19 January 2017 judged the school inadequate across all key categories, resulting in a special measures designation published on 25 April 2017. Inspectors cited failures in leadership to establish a calm environment, with frequent disruptive behaviour interrupting lessons and hindering pupil progress, particularly in English and mathematics where outcomes lagged significantly behind national averages. Teaching quality was variable, attendance rates were low for disadvantaged pupils, and safeguarding arrangements were ineffective, with inconsistent responses to bullying and welfare concerns.[15] [16] The report emphasized that senior leaders had not addressed these systemic issues despite prior monitoring visits, leading to pupils being underserved in a school serving a diverse, inner-city intake with high levels of social disadvantage. The special measures prompted mandatory intervention by the Department for Education, as the school was deemed incapable of self-improvement under existing governance. The Regional Schools Commissioner directed a transfer to a strong multi-academy trust, with Quintin Kynaston's board electing to affiliate with the Harris Federation in June 2017, citing the trust's track record in restoring standards at similar underperforming institutions.[17] [18] This partnership facilitated the school's academisation under Harris oversight effective 1 September 2017, marking a shift from standalone academy status to integrated federation membership to enforce accountability and rapid reform.[15]Academy conversion and renaming
Quintin Kynaston School, a maintained secondary school, closed on 31 October 2011 and reopened the following day as Quintin Kynaston Community Academy, operating as an academy converter sponsored by its own governing body.[19][20] This conversion aligned with the UK government's Academies Act 2010, which enabled high-performing or improving schools to gain autonomy from local authority control in exchange for accountability directly to the Department for Education.[8] By early 2017, the academy faced significant challenges, including leadership instability and falling standards, culminating in an Ofsted inspection from 24 to 25 January 2017 that judged it inadequate overall—requiring special measures to address weaknesses in teaching, pupil outcomes, and safeguarding.[21][22] In response to this intervention, the academy joined the Harris Federation, a multi-academy trust known for sponsoring underperforming schools, and the maintained entity effectively transitioned to a new sponsored academy status.[17] The school reopened on 1 September 2017 under the Harris Federation as Harris Academy St John's Wood, with the change formalized by a successor URN effective from 31 August 2017.[20][17] The renaming, which replaced the longstanding Quintin Kynaston title, prompted objections from alumni and locals who contended it erased historical connections to the institution's origins dating back to the 19th century, prioritizing the sponsor's branding over legacy.[23]Physical Infrastructure
Original and current site
Harris Academy St John's Wood occupies a site on Marlborough Hill, St John's Wood, London NW8 0NL, which has been its location since the construction of the original buildings in 1956.[2][24] The predecessor schools, Quintin Grammar School and Kynaston School, opened on this site in September 1956, marking the establishment of the physical infrastructure that continues to serve the academy.[6] Following the merger of these institutions into Quintin Kynaston School in 1969, the campus remained unchanged in location, accommodating the co-educational comprehensive without relocation.[9] The site thus represents both the original and current physical footprint of the school, spanning secondary and sixth form provisions under Harris Federation management since its academy conversion in November 2011 and renaming in September 2017.
Building conditions and renovations
The original buildings of Quintin Kynaston School, dating to 1956, were demolished as part of a comprehensive redevelopment project initiated under the Building Schools for the Future programme.[25][26] This overhaul addressed the aging infrastructure, with the school temporarily relocating to a nearby site formerly occupied by George Eliot Primary School during construction.[27] Construction of the new facilities, valued at £35-41 million and undertaken by Bouygues Construction, commenced around 2012 and spanned approximately 34 months, including demolition and landscaping phases.[28][26] The project delivered a modern campus on Marlborough Hill, featuring state-of-the-art classrooms, a dedicated sixth form block opened in January 2016, sports facilities including a multi-functional sports hall and 3G pitch, and enhanced energy-efficient designs.[29][30] Students and staff relocated to the completed main building in January 2015, marking a significant upgrade from the mid-20th-century structure.[27][31] Following the academy's conversion to Harris Academy St John's Wood in September 2017, no major structural renovations have been documented, with the premises maintaining the high-standard features of the 2015 rebuild. The facilities support a broad curriculum, including indoor and outdoor sports, and are available for community hire, indicating sustained good condition without reported deficiencies in subsequent inspections.[32][33] Ofsted evaluations post-conversion have focused on educational improvements rather than physical infrastructure issues, aligning with the modern build's design for longevity and functionality.[3]Leadership and Governance
Headteachers and principalship
Prior to its conversion to academy status and renaming in September 2017, the institution operated as Quintin Kynaston Community Academy, where Jo Shuter served as headteacher from January 2002 until her resignation in June 2013 following investigations into financial irregularities, including unauthorized personal expenses claimed against school funds.[6] [34] In May 2014, Shuter was permanently banned from teaching by a professional conduct panel after admitting unacceptable professional conduct related to these matters.[34] The period following her departure involved interim leadership arrangements amid ongoing governance challenges, contributing to the school's eventual sponsorship by the Harris Federation.[35] Under the Harris Federation, the school adopted a principalship model emphasizing operational leadership at the local level, supported by executive oversight from the multi-academy trust's central team to ensure consistency in standards, curriculum delivery, and performance improvement.[36] Graeme Smith held the role of principal (previously styled as headteacher in some contexts) from around 2019 until June 2021, during which the academy focused on inclusivity initiatives, including promotion of diverse role models for student well-being.[37] [38] In September 2019, Nick Soar was appointed as executive principal, providing strategic direction across Harris Academy St John's Wood and affiliated sites like Harris Academy Tottenham, with a mandate to address socioeconomic barriers through elevated academic expectations.[39] [40] Samantha Green succeeded Smith as principal on June 7, 2021, bringing experience in secondary education to lead daily operations, staff development, and student outcomes within the federation's accountability framework.[38] [2] Green reports to the executive principal and federation leadership, with responsibilities including implementation of trust-wide policies on safeguarding, teaching quality, and progression metrics, as affirmed in Ofsted evaluations.[36] The principalship structure aligns with Harris Federation protocols, where local leaders are evaluated against key performance indicators such as examination results and value-added progress, supported by centralized resources for recruitment and professional training.[41]Integration with Harris Federation
In September 2017, Quintin Kynaston School, then in special measures following an Ofsted inspection deeming it inadequate in April 2017, joined the Harris Federation as a sponsored academy, marking a shift from standalone academy status to integration within a multi-academy trust.[15][17] The school's governors announced the decision on April 28, 2017, citing the Federation's strong track record in school improvement as essential for addressing leadership and teaching deficiencies.[15] This integration involved re-broking the academy under the Harris sponsor, with the trust assuming oversight of governance, curriculum alignment, and operational support.[17] Upon joining, the school was renamed Harris Academy St John's Wood effective September 1, 2017, aligning it with the Federation's branding and standardized frameworks for accountability and performance management. The Harris Federation, a not-for-profit entity managing over 50 academies primarily in London, provides centralized resources including professional development for staff, shared best practices in behavior management, and data-driven interventions, which the academy's leadership has credited with fostering consistent standards across its network.[42] This structure replaces the prior local governing body's sole authority with a hybrid model, where a local academy committee advises on site-specific matters under the overarching Harris board's strategic direction.[43] The integration yielded measurable stabilization, as the academy received its first post-joining Ofsted inspection in late 2019, resulting in an overall 'Good' rating by January 2020, with specific commendations for leadership and sixth form provision attributable to Federation-wide protocols.[44] Harris's emphasis on evidence-based teaching methods and rapid intervention has been highlighted by academy principal Samantha Green as key to reversing prior declines in attainment and pupil outcomes.[42]Academic Framework
Curriculum and subjects
The curriculum at Harris Academy St John's Wood embodies the academy's core values of dedication, determination, and destiny, with the goal of enhancing students' intellectual, social, emotional, and citizenship development while cultivating expertise, wonder, and lifelong learning skills.[45] It prioritizes a balanced, rigorous, coherent, and vertically integrated structure that remains faithful to each subject's foundational content and concepts, balancing personal empowerment, cultural heritage, civic responsibility, and vocational readiness.[45] Key Stage 3 spans Years 7 to 9 and delivers a broad foundation aligned with the national curriculum, encompassing core areas such as English, mathematics, and science alongside modern foreign languages, humanities (including history and geography), PSHE, art, design and technology, computing, drama, music, and physical education.[45] [46] This phase emphasizes subject-specific progression and knowledge building before specialization.[45] In Key Stage 4 (Years 10 and 11), all students pursue a core program of GCSEs in English Language, English Literature, mathematics, and combined science (with an option for triple science leading to separate GCSEs in biology, chemistry, and physics for eligible students).[47] [48] Following options selections at the end of Year 9, students add two further subjects to the core, which includes languages, humanities, and PSHE; common choices encompass art and design, business studies, computing, drama, economics, further mathematics, geography, history, media studies, music, psychology, religious studies, sociology, and modern languages such as French or Spanish.[45] [48] The sixth form offers a flexible Key Stage 5 curriculum with a wide array of A-levels and vocational qualifications, taught in small groups by subject specialists to promote independence and depth beyond exam specifications.[49] Available subjects include art, design and technology; business and economics; computing; criminology; drama; English; geography; health and social care; history; mathematics; modern foreign languages; psychology; religious studies; and sciences, supplemented by enrichment in PSHE, leadership, and careers guidance to align with pathways to university, apprenticeships, or employment.[49] [46]Teaching standards and methods
Teachers at Harris Academy St John's Wood employ a knowledge-rich curriculum that emphasizes core subject content and disciplinary thinking, with lessons structured to build long-term retention through regular retrieval practices and checks for understanding.[45][36] Subject specialists deliver instruction, adapting explanations and tasks to address misconceptions promptly, as observed in subjects like geography and English where pupils demonstrate secure recall and application of prior learning.[36] The academy aligns with Harris Federation principles, including high expectations for behaviour and engagement, quality instruction via explicit teacher-led explanations, and strategies to "make it stick" such as spaced repetition and formative assessment.[50] Adaptive teaching ensures all pupils, including those with special educational needs and disadvantages, receive tailored support without lowering expectations, leading to strong progress across ability ranges.[36] Small-group interventions by expert staff further promote independence and self-directed learning.[49] Standards are maintained through rigorous professional development, with all staff, including novices, receiving ongoing high-quality training coordinated by the Harris Federation to enhance subject mastery and pedagogical skills.[36] Ofsted inspectors in March 2025 noted teachers' precise knowledge of curriculum sequencing and effective use of assessment to secure pupil achievement, contributing to exemplary attitudes to learning and minimal disruptions.[36] This approach fosters a coherent progression from Year 7 to sixth form, prioritizing depth in key concepts over superficial breadth.[45]Sixth form provision
Harris Academy St John's Wood operates a co-educational sixth form as part of its 11-18 provision, accommodating approximately 330 students.[36] The programme emphasizes academic rigour through A-level and vocational BTEC qualifications, alongside personal development, independence, and preparation for higher education, apprenticeships, or employment.[49] Students typically study three courses, with exceptional candidates averaging grade 8 at GCSE permitted to pursue a fourth; small-group teaching by subject specialists fosters self-directed learning and leadership skills, supplemented by enrichment in PSHE, careers guidance, and extracurricular activities.[49][51] Entry requires a minimum of grade 5 in GCSE Mathematics, English Language, and English Literature, plus five GCSEs at grade 5 or above overall.[51] Internal applicants from the school's Year 11 are prioritised, subject to meeting these thresholds and course-specific demands, while external candidates are admitted if places remain available, requiring proof of predicted or achieved grades, identification, address verification, and a school reference.[51] The curriculum supports a broad range of interests, with flexible options beyond core specifications to align with individual career aspirations; vocational retakes in English and Mathematics are available for those with grade 5 or higher to enhance university applications.[49][51] Facilities include dedicated sports halls, dance studios, football pitches, and classrooms tailored for post-16 study.[52] Support mechanisms encompass mentoring programmes like LBS Guru Lectures and the Power of You initiative for high-achieving Year 12 students, annual university fairs, and community outreach such as Year 12-led support for local primary schools and care homes.[52][36] Ofsted inspectors noted the curriculum's careful planning for diverse pathways and effective careers advice, contributing to students' strong preparation for future steps.[36] Examination outcomes show variability: in 2024, the average A-level points score was 28.59, below the national average of 34.45 and local authority figure of 36.94.[53] School reports highlight individual successes, such as multiple A* grades in subjects like Mathematics, Biology, and Chemistry, with an increase in top grades compared to prior years and progression to Russell Group universities.[54] Ofsted affirmed that sixth form students achieve well in most subjects, though broader Department for Education data indicates outcomes lag national benchmarks, potentially reflecting the academy's non-selective intake and focus on value-added progress from diverse starting points.[36][55]Performance and Outcomes
Examination results
In 2023, Key Stage 4 pupils at Harris Academy St John's Wood achieved an Attainment 8 score of 52.3 and a Progress 8 score of 0.51, indicating above-average attainment and positive progress relative to national baselines.[4] Seventy-four percent of pupils secured grade 4 or above in both English and mathematics, while 65.7 percent attained grade 5 or above in both subjects.[4] The academy reported 76 percent of pupils achieving grade 5 or above in English specifically, with strong performances in sciences such as 85 percent grade 7 or above in chemistry.[5] [4] Entry to the English Baccalaureate was high at 80 percent, exceeding the national average by approximately 40 percentage points, with 50 percent achieving grade 4 or above across EBacc subjects.[4]| Measure | 2023 Result |
|---|---|
| Attainment 8 | 52.3[4] |
| Progress 8 | 0.51[4] |
| Grade 4+ in English and Maths | 74%[4] |
| Grade 5+ in English and Maths | 65.7%[4] |
| EBacc Entry | 80%[4] |
| EBacc Achievement (Grade 4+) | 50%[4] |
| Staying in Education or Employment | 94%[4] |
Ofsted inspections and ratings
Harris Academy St John's Wood received its first Ofsted inspection as an academy on 19 and 20 November 2019, resulting in an overall effectiveness rating of Good.[56] The inspection judged Behaviour and Attitudes and Sixth Form Provision as Outstanding, while Quality of Education, Personal Development, and Leadership and Management were rated Good.[3]| Category | Rating |
|---|---|
| Overall Effectiveness | Good |
| Quality of Education | Good |
| Behaviour and Attitudes | Outstanding |
| Personal Development | Good |
| Leadership and Management | Good |
| Sixth Form Provision | Outstanding |
Progression and value-added data
Harris Academy St John's Wood records a Progress 8 score of 0.51 for its 2023 Key Stage 4 cohort, a value-added measure assessing pupil progress from Key Stage 2 to GCSE level across eight subjects, where the national average is 0 and positive scores indicate above-expected attainment.[4] This performance equates to pupils achieving roughly half a GCSE grade higher than predicted from prior attainment, ranking the academy well above average nationally and reflecting effective teaching in elevating outcomes beyond intake ability.[58] Department for Education data confirms similar historic trends, with scores around 0.53 in comparable metrics, though recent years' calculations are limited by COVID-19 disruptions to baseline Key Stage 2 assessments.[59] Progression post-Key Stage 4 stands at 94% of pupils entering sustained education, apprenticeships, or employment, exceeding national benchmarks and underscoring the academy's role in facilitating onward pathways.[4] For Key Stage 5, value-added progress measures remain unavailable per DfE guidance, as teacher-assessed grades during the pandemic rendered comparisons unreliable, though completion rates and destination data indicate strong transitions to higher education or training for prior cohorts, such as 2021 leavers.[55] Overall, these metrics evidence the academy's capacity to add substantial value, consistent with Harris Federation-wide patterns of superior progress relative to other large multi-academy trusts.[60]Student Composition
Admissions criteria
Harris Academy St John's Wood admits 210 pupils into Year 7 each September as its published admission number. The academy maintains a comprehensive intake policy, welcoming students of all abilities and backgrounds without academic selection, banding tests, or entrance examinations for secondary entry. Applications for Year 7 places must be submitted through Westminster City Council, the local admissions authority, via the online Common Application Form, with a typical deadline of 31 October for the following September intake; offers are notified on 1 March.[61] In cases of oversubscription, where more applications are received than places available, priority is allocated strictly according to the academy's determined criteria, applied in the following order:- Children who are looked after by a local authority (in care) or previously looked after (adopted or subject to a child arrangements or special guardianship order).[62]
- Children with exceptional medical or social needs where professional evidence (e.g., from a doctor or social worker) confirms the academy as the only suitable school capable of meeting those needs.[62]
- Children with a sibling already attending the academy (including full, half, step, foster, or adopted siblings living at the same address), where the sibling will be in Years 7–11 at the time of admission.[62]
- Remaining places allocated based on the straight-line distance from the child's home to the academy's main entrance, with priority to those living closest, measured using local authority software.[62]