Primrose Hill School

Inspection of Primrose Hill School Princess Road, London NW1 8JL

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Inspection dates: 13 and 14 December 2023

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Early years provision Good Previous inspection grade Outstanding

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Overall effectiveness Good

This school was last inspected under section 5 of the Education Act 2005 14 years ago and judged ‘Outstanding’ under a previous inspection framework. This reflected the school’s overall effectiveness under the inspection framework in use at the time.

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Overall effectiveness Good

From then until November 2020, the school was exempted by law from routine inspection, so there has been a longer gap than usual between graded inspections under section 5 of the Act. Judgements in this report are based on the current inspection framework and also reflect changes that may have happened at any point since the last graded inspection. 13 and 14 December 2023

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What is it like to attend this school?

A positive, nurturing atmosphere permeates this school. Pupils feel valued and cared for at Primrose Hill Primary. Staff greet pupils warmly each morning, setting an encouraging tone for the day. This is an inclusive school, where everyone feels welcomed.

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What is it like to attend this school?

A well-considered curriculum, underpinned by the school’s aspirational aims, enables pupils to learn and achieve well. The atmosphere within lessons and during social times is purposeful. Staff have high expectations for behaviour. Pupils are well mannered and considerate towards others. Pupils value the outdoor space and the activities that are provided to keep them busy at playtimes.

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What is it like to attend this school?

Relationships between staff and pupils are positive and supportive. Pupils know that if they have a worry, they can speak to an adult in school who will help them. Pupils feel happy and are kept safe.

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What is it like to attend this school?

There is a wide variety of opportunities for pupils to take on positions of responsibility. For instance, ‘well-being champions’ have participated in assemblies and taught lessons about feelings and emotions. Additionally, the ‘friendship squad’ supports younger peers with activities in the playground. The school has a range of clubs for pupils to join, such as street dancing, fencing and coding. These experiences help pupils to develop their talents and pursue their interests.

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better?

The school has designed a broad and ambitious curriculum. It enables pupils to learn essential knowledge, ideas, and vocabulary. Pupils’ learning across subjects is organised in a logical manner. For example, children in early years are introduced to words, such as ‘forwards, left’, and ‘down’. This directional language lays the foundation for what they will learn later on in computing. As they progress, older pupils apply this knowledge to more complex contexts, such as creating ‘stop-start animations’.

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better?

Overall, the curriculum allows pupils to build up their knowledge securely as they move through the school. For example, in physical education (PE), children in the early years learn how to move in different ways and in various directions. This is then built on effectively in subsequent year groups. By Year 6, pupils can confidently pass a ball in a variety of ways when they play sports, such as basketball.

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better?

Leaders are in the process of reviewing the curriculum to ensure that pupils’ learning is consistently strong across all areas. In a few subjects, the school has not considered carefully enough what they want pupils to know. This leads to inconsistencies in how well the curriculum is implemented in these subjects. At times, teaching is not focused on the most important knowledge that pupils need to learn. This leads to some gaps in pupils’ understanding in these small number of subjects. 13 and 14 December 2023

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Leaders prioritise teaching pupils to read. From early years, children enjoy reading and listening to a rich variety of stories and rhymes. Staff across the school have the skills and expertise to teach phonics effectively. Pupils read books that are matched closely to the sounds that they are learning. Staff swiftly identify and support any pupils who are at risk of falling behind. Pupils are helped to read accurately and fluently. The school has a strong reading culture. Older pupils were particularly keen to express their enjoyment of the ‘reading challenges’ that they have completed.

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The school identifies early on pupils with special educational needs and/or disabilities (SEND). These pupils receive appropriate support, including through adaptations to teaching. This helps them to access the same curriculum as their peers. The school ensures that pupils benefit from specialist support, including from external agencies. This helps pupils with SEND to develop their confidence and independence. Leaders make sure that the specially resourced provision for pupils with SEND provides these pupils with the help they need to achieve well. Staff have the knowledge and expertise to meet these pupils' individual needs.

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Behaviour around the school and in the playground is calm and orderly. Staff provide effective support for pupils who need extra help to focus and regulate their behaviour. Leaders have rightly prioritised improving pupils’ attendance. They have robust systems in place to address any absences.

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Leaders have established a varied programme of experiences to support pupils’ wider development. For example, leaders organise visitors to the school and local outings to broaden pupils’ understanding of different places and cultures. Pupils are encouraged to consider the needs of others, for example, by donating to the local food bank and fundraising for charities. They also participate in various sporting competitions, including the London Youth Games.

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Leaders have forged strong partnerships with parents and carers and families. Staff, including those at the start of their careers, are proud to work here. They value the opportunities given to them by the school to further develop their professional and leadership skills.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 In a few subjects, the school has not identified the essential knowledge that pupils need to be taught. There are some inconsistencies in how effectively the delivery of the curriculum supports learning in these subjects. As a result, there 13 and 14 December 2023

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are some gaps in what some pupils know and remember. The school should continue to develop the curriculum in these subjects.

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How can I feed back my views?

or to find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection.

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How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

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Further information

You can search for published performance information about the school.

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Further information

In the report, 'disadvantaged pupils' is used to mean pupils with special educational needs and/or disabilities (SEND); pupils who meet the definition of children in need of help and protection ; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school's pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 13 and 14 December 2023

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School details

Appropriate authority The governing body

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School details

Date of previous inspection 4 June 2009, under section 5 of the Education Act 2005

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Information about this school

 The school does not use any alternative provision.  The school has provision for two-year-olds.  The school has a specially resourced provision which opened in 2019. It caters for pupils with autism spectrum disorder. At the time of this inspection, there were 14 children on roll within this provision.

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Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005.

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Information about this inspection

 Inspections are a point-in-time judgement about the quality of a school's education provision. 13 and 14 December 2023

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 This was the first routine inspection the school received since the COVID-19 pandemic began. The inspectors discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school.  The inspectors met with all senior leaders, a range of teaching and support staff, governors and a representative of the local authority.  The inspectors carried out deep dives in these subjects: early reading, mathematics, computing, PE and history. For each deep dive, the inspectors held discussions about the curriculum, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work. Other subjects were also considered as part of the inspection.  The inspectors scrutinised a range of documents, including leaders’ evaluation of the school and priorities for school improvement.  To evaluate the effectiveness of safeguarding, the inspectors: reviewed the single

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central record; took account of the views of leaders, staff and pupils; and considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  The inspectors took account of the views of pupils, parents and staff, including through discussions and Ofsted’s online surveys.

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Inspection team

Karen Kent, lead inspector His Majesty's Inspector

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Inspection team

Jeff Cole Ofsted Inspector 13 and 14 December 2023

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regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for children looked after, safeguarding and child protection.

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