|Name||Harlesden Primary School|
|Ofsted Inspection Rating||Requires improvement|
|Inspection Date||12 September 2018|
|Address||Acton Lane, London, NW10 8UT|
|Religious Character||Does Not Apply|
|Number of Pupils||392 (53% boys 47% girls)|
|Number of Pupils per Teacher||32.5|
|Percentage Free School Meals||27.6%|
|Percentage English is Not First Language||68.6%|
Information about this school
The school is larger than the average-sized primary school. Since the previous inspection, the school has expanded considerably and can now accommodate three forms of entry in each year group. Currently, most year groups have two classes. The majority of senior leaders were appointed in the last academic year. The proportion of disadvantaged pupils is above the national average. Compared to the national average, the proportion of pupils who have SEN and/or disabilities is low.
Summary of key findings for parents and pupils
This is a school that requires improvement Leaders’ work has had insufficient impact on improving teaching and raising standards across the curriculum. Turnover in the leadership team has been detrimental to the quality of pupils’ education. Until recently, leaders have not focused enough on addressing the decline in pupils’ reading outcomes, particularly in key stage 2. Pupils’ progress is variable and too many pupils leave Year 6 working below the standard expected for their age. Leaders and staff give too little emphasis to ensuring that pupils read widely and often. Adults do not routinely check that pupils read books that match their abilities. This has contributed to pupils’ inconsistent progress in reading. In key stage 2, leaders’ use of the pupil premium funding has not been successful in improving disadvantaged pupils’ reading outcomes. The quality of teaching, learning and assessment is not consistently good. Teaching does not expect enough of pupils, particularly the most able. The proportion of pupils attaining the highest standards by the end of key stages 1 and 2 is below national figures. Governors have not held leaders to account with sufficient rigour, including whether the pupil premium funding is spent well. Although leaders are taking successful steps to reduce absence levels, pupils’ attendance remains below national figures. The school has the following strengths The new leadership team is ambitious and driven. They have a clear vision, underpinned by well-focused improvement plans and high expectations. As a result, pupils’ outcomes are starting to improve, particularly in mathematics and writing. The early years is led effectively. Children make good progress in a safe and happy environment. They are well prepared to succeed in Year 1. Pupils are caring, articulate and confident. Leaders and staff promote pupils’ spiritual, moral, social and cultural development well. Pupils are curious learners. They approach their work with enthusiasm and pride. Pupils conduct themselves well, both in classrooms and at playtimes. Safeguarding is effective. Staff ensure that pupils are well supervised and feel secure.