Ealing Primary Centre

Inspection of a school judged good for overall effectiveness before September 2024: Ealing Primary Centre 573 Greenford Road, Greenford, London UB6 8QJ

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Outcome

Ealing Primary Centre has taken effective action to maintain the standards identified at the previous inspection.

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What is it like to attend this school?

Pupils who attend this school, whether on a full-time or part-time basis, benefit from working with staff who are extremely caring and ambitious for them. They are welcomed into this highly positive environment through introductory visits and sessions with their families, before attending more regularly. Pupils are kept safe, and they enjoy their time here. This is because they develop trusting relationships with staff, which helps them to express themselves with greater confidence. They have fun playing games at breaktimes with their peers and staff.

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What is it like to attend this school?

Pupils experience what it is like to be successful learners. They are rewarded each week for their achievements and progress. Pupils are well supported to live up to the high expectations staff have for their behaviour and learning. Pupils are helped to identify their emotions and manage them. They can use the library, outside and other spaces to regulate their emotions. This helps pupils to quickly re-engage in their learning positively, with curiosity and confidence.

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What is it like to attend this school?

Pupils enjoy a range of activities that extend their cultural awareness while at school, for example plays from visiting theatre companies, workshops with the police and school events, such as World Book Day and Black History Month.

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

The curriculum matches national expectations, wherever this is possible. Pupils study a range of subjects that give them the best chance of reintegrating successfully back into their schools. For example, pupils begin to read accurately and fluently through learning phonics. They then build on this by expanding their vocabulary and reading more demanding literature. 3 and 4 December 2024

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Pupils are taught very effectively and achieve well. Teachers have strong subject knowledge and are highly skilled at helping pupils who have social and emotional difficulties. The school works with a range of professionals to identify the specific support that will be of most benefit to each pupil. For example, staff act on advice from speech and language and occupational therapists as well as clinical and educational psychologists. As a result, pupils benefit from the right support at the right time. This helps them to achieve their goals.

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Teaching regularly checks what pupils have learned in the short term. Errors and misconceptions are typically identified and corrected. However, in some subjects, assessment is used less effectively to check what pupils have learned and remembered over time. In these instances, some pupils have long-standing gaps in their knowledge that are not fully addressed. As a result, these pupils are not as well prepared for their next steps as they could be.

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Pupils quickly learn to read with fluency and accuracy because staff deliver the school’s phonics programme effectively. The school checks how well pupils achieve against the outcomes identified in their education, health and care (EHC) plans as well as their individual behavioural and academic targets. This helps staff to provide pupils with additional focused help when needed.

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The way in which the school supports pupils to manage their behaviour is excellent. Staff expertly model routines and expectations. They maintain high standards and help pupils to meet them. Pupils practise and learn the behaviours they need to be successful at school, for example how to sit in assembly, line up for break and transition from table to carpet. The school works proactively with pupils and their families, so they feel positive about attending the centre. Consequently, pupils attend well.

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Within the short time most pupils are at the school they are well prepared for some aspects of life in modern Britain. For example, pupils are taught how to keep themselves safe online and, in an age-appropriate way, about healthy and respectful relationships. They learn about different faiths and cultures, the diversity of their community and how to uphold British values. They also explore how to empathise with others and to manage difficult situations and feelings. However, opportunities for pupils to engage more fully with the community beyond the school are limited. This means pupils do not routinely get the opportunity to practise or develop the skills they need to feel confident and safe in these situations.

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Staff are highly motivated to work at this school. They report that leaders are considerate of their well-being and take decisive steps to ensure workload is manageable. School leaders, including members of the management committee, are highly committed to ensuring the school provides an excellent service to pupils, families and the community. The outreach work carried out by the school is highly valued by the local authority and local schools. They report a highly positive impact on the lives of their pupils because of the expertise provided by the Ealing Primary Centre. 3 and 4 December 2024

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 Assessment is not used consistently well to check pupils have learned and remembered the most important knowledge over time. As a result, some pupils do not secure the knowledge they need to be fully ready for the next stage of their education. The school should ensure that assessment is used to check what pupils learn over time.  While pupils access a broad range of additional activities within the school, they are not currently supported to access experiences outside of the centre. This means pupils are not fully securing the skills they need to manage experiences in the wider community. Leaders should seek to broaden the range of activities that pupils can engage with beyond the school site.

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Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted’s website. From September 2024 graded inspections will not include an overall effectiveness grade. This school was, before September 2024, judged to be good for its overall effectiveness.

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Background

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school’s work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act. Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

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Background

This is the second ungraded inspection since we judged the school to be good for overall effectiveness in July 2019. 3 and 4 December 2024

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How can I feed back my views?

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). 3 and 4 December 2024

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School details

Appropriate authority The governing body

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School details

Chairs Leonie Lobo and Jamie Maloy (co-chairs)

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School details

Date of previous inspection 2 July 2019, under section 8 of the Education Act 2005

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Information about this school

 The school caters for pupils with a range of SEND, including autism and speech, language and communication difficulties. The primary need for most pupils is their social, emotional and mental health.  The school offers different places for pupils. Some attend on a full-time basis while others attend part time at the centre while remaining on roll at their mainstream setting.  Most pupils have an EHC plan. Sometimes pupils have their needs assessed for an EHC plan while at the centre.  The school does not currently use any alternative provision.

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Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s education provision. 3 and 4 December 2024

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 This was the first routine inspection the school received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the school and has taken that into account in her evaluation of the school.  The inspector met with school leaders, including the headteacher, the deputy headteacher, the co-chairs of the management committee and a representative from the local authority.  The inspector visited lessons, met with some pupils and looked at samples of their work. She also observed breaks and the start of the day, and looked at curriculum, outcome and assessment documentation relating to pupils’ EHC plans and learning.  To evaluate the effectiveness of safeguarding, the inspector: reviewed the single 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.

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Inspection team

Una Buckley, lead inspector His Majesty’s Inspector 3 and 4 December 2024

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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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