Zaytouna Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils thrive at this unique and inclusive school.

There is a real sense of community spirit. Pupils enjoy opportunities to become active citizens. They are proud to be members of the school council and prayer leaders.

Pupils are happy and feel safe. They feel listened to and valued.

The promotion of equality of aspiration for all pupils, including those with special educational needs and/or disabilities (SEND), is of vital importance to this school.

The majority of pupils speak English as an additional language and achieve well.

All pupils enjoy a varied curriculum. Most subjects are taught well.

However, in a small number of subje...cts, the teaching does not yet ensure that all pupils develop a secure understanding of the knowledge they gain.

Pupils behave well. They show respect to everyone and know the importance of being kind.

Pupils say their school is special because they have a prayer hall and can pray together.

The school's promotion of pupils' personal development is exceptional. Pupils benefit from a wide and rich set of experiences.

They appreciate these and have high aspirations for themselves.

Parents and carers are overwhelmingly positive about the school. Most agree that this is truly a fantastic school with great teachers and friendly staff.

What does the school do well and what does it need to do better?

The school is ambitious for all pupils to do well, including those with SEND. The outcomes for most pupils are positive. The curriculum is carefully planned and builds on the knowledge that pupils should know over time.

The school's aim, to develop pupils' mind, body and soul, is reflected well in the curriculum.

Most teachers deliver knowledge in a way that pupils can clearly understand. When this is the case, pupils build their knowledge well over time.

However, in a small number of subjects, this is not yet the case.

Teachers check what pupils know in most lessons. The recap of previous learning helps pupils to recall what they have learned before in order to assist them in their current learning.

Any misconceptions are mostly addressed in the moment.

Most pupils with SEND achieve well. The inclusive classroom environment allows all pupils to access learning in ways that are right for them.

The adaptations for pupils with SEND support their learning effectively. Pupils with SEND get the support they need, at the right time and in the right way. They are equally encouraged to be as independent as possible.

Reading is a priority. Children begin to learn to read as soon as they start school. All pupils follow a structured approach to learning phonics.

All staff are well trained to teach phonics. Pupils read using their phonic knowledge. Those who struggle to read get the support they need to catch up.

On occasion, pupils do not receive books that support them well enough to become more confident and fluent readers. Early readers have some understanding of what they read. Pupils show a real enthusiasm for reading.

They enjoy visiting the school library and choosing their own books.

Children in the early years settle into new routines quickly. They enjoy learning and playing together.

The environment supports children's communication and language skills well. Despite lower starting points, children make good progress with their social and emotional skills. Children know right from wrong.

They remind each other of the high expectations. Staff interactions support children's learning effectively. Children are well prepared for Year 1.

Pupils have good attitudes to their learning. They behave well in lessons and around the school. Pupils clearly know and follow the school rules of 'be ready, be respectful and be safe'.

They know the rewards and sanctions well. They are proud to earn their enrichment time and look forward to this weekly event.

Pupils' personal development is exemplary.

The school has a deep understanding of the unique nature and needs of its own, and the wider, community. Staff do much to meet these needs. The core values of peace, unity and equality are clearly part of everyday life at this school.

The school does everything in its power to broaden pupils' horizons. This has a positive impact on preparing pupils for life in modern Britain. Pupils have a good understanding of different religions and cultures.

They know the importance of respecting these differences. Pupils understand and recognise healthy and unhealthy relationships. They know how to get help if they feel worried.

All staff are positive and feel proud to work at this school. They say that the school feels like a family and that they feel very well supported.

The school knows its strengths and areas for development well.

It works closely with the trust, from which it receives both challenge and support, to make the necessary changes. This ensures that there is a positive impact on pupils' education.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some foundation subjects, teachers' delivery of the curriculum does not yet ensure that all pupils develop a secure understanding of the knowledge they are learning. As a consequence, in these subjects, not all pupils are able to recall and build on what they have learned previously. The school should ensure that teaching in these subjects, including through the use of assessment and adaptations, enables all pupils to know and remember more, from the early years to Year 6.