Olive Tree Primary School


Name Olive Tree Primary School
Website http://www.olivetreeprimary.co.uk
Ofsted Inspection Rating Requires improvement
Inspection Date 08 January 2019
Address 116 Bury Park Road, Luton, Bedfordshire, LU1 1HE
Phone Number 01582416940
Type Independent
Age Range 5-11
Religious Character None
Gender Mixed
Number of Pupils 65
Local Authority 821
Catchment Area Information Available No, we only have catchment area data for schools in England
Last Distance Offered Information Available No

Information about this school

Olive Tree Primary School is a small Islamic day school. The school is currently not permitted to admit new pupils because of the restriction notice served upon it by the Secretary of State for Education, under section 116 of the Education Act, on 21 July 2017. There are no pupils currently at the school who have an education, health and care plan. The school does not use supply staff. The school does not use alternative provision. A new, interim headteacher started at the school in September 2018. There have been new members appointed to the governing body since the previous monitoring inspection. Further appointments are planned. Since the 2017 standard inspection, Ofsted has conducted three inspections: – 8–9 November 2017: an unannounced emergency inspection was carried out and independent school standards that were considered at that time were not met – 28 February – 1 March 2018: an unannounced emergency inspection was carried out and the independent school standards that were considered at that time were not met – 4 May 2018: an unannounced emergency inspection was carried out and independent school standards that were considered at the time were met.

Summary of key findings for parents and pupils

This is a school that requires improvement Leaders and governors have not ensured that all of the independent school standards are met. Teaching, learning and assessment do not promote good progress. Leaders’ actions to improve these areas are yet to show the full impact required. In some classes, low-level disruption slows down pupils’ learning because teachers do not deal with it effectively. Many of the improvements seen are still work in progress. Staff do not apply all new policies and procedures systematically. The governing body does not have sufficient information to fully hold leaders to account for all aspects of the school’s work. Leaders check where pupils go when they leave the school but do not always follow statutory guidance when notifying the local authority. Pupils, particularly the most able, do not always make as much progress as they should because : teachers sometimes plan work that is too easy for them. Some pupils do not know how to improve their work, so continue to make the same mistakes. Some produce work that is untidy or incomplete. The improved personal, social, health and citizenship education programme has not resulted in a better understanding of equality on the part of some pupils. The school has the following strengths New leaders and governors have made significant improvements to the school’s premises and curriculum. Pupils now study a broad range of subjects and learn within an attractive and safe environment. Pupils attend well and are typically polite and articulate. Serious misbehaviour is exceptionally rare. Pupils read well. Their writing typically shows a good command of spelling, punctuation and grammar. Over time, older pupils’ attainment has been at least in line with national averages for reading, writing and mathematics. Compliance with regulatory requirements The school must take action to meet the requirements of the schedule to the Education (Independent School Standards) Regulations 2014 and associated requirements. Their details are listed in the full report.