Edison Primary School

Inspection of a school judged good for overall effectiveness before September 2024: Edison Primary School Vicarage Farm Road, Hounslow TW5 0AQ

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Inspection dates: 17 and 18 December 2024

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Outcome

Edison Primary School has taken effective action to maintain the standards identified at the previous inspection.

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Outcome

The headteacher of this school is Geraldine Valentin. This school is a single academy trust and part of Edison Trust Limited, which means other people in the trust also have responsibility for running the school. The trust is run by and overseen by a board of trustees, chaired by Suvir Rai.

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What is it like to attend this school?

Pupils are very happy in the school. They know that members of staff will support them if they have any worries. Staff have developed positive relationships with the pupils. They know the pupils very well. This helps to ensure that pupils are kept safe.

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What is it like to attend this school?

The school has high expectations for pupils, including those with special educational needs and/or disabilities (SEND). Pupils enjoy being challenged and are enthusiastic during lessons. The school supports them to achieve highly across the curriculum.

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What is it like to attend this school?

Pupils behave well during lessons and at breaktimes. They are kind and caring towards each other. Pupils can take on leadership responsibilities to support their peers. This includes the ‘playground patrol’ and ‘staircase supervisors.’ In the Reception Year, staff support children to follow routines and instructions. Children interact and share with each other well.

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What is it like to attend this school?

Many pupils take part in the broad range of clubs provided by the school. These help to develop pupils’ talents and interests. They include a range of sports, dance, and cooking clubs. Pupils regularly have the opportunity to perform to an audience and lead assemblies. This helps to develop their confidence and public speaking skills. 17 and 18 December 2024

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

The school has developed an ambitious curriculum for all pupils, including pupils with SEND. It ensures that new knowledge builds effectively on what pupils have learned before. In the early years, the school has carefully considered how children should progress through the curriculum across all areas of learning. Staff check and develop children’s use of language and vocabulary effectively.

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

Teachers have secure subject knowledge. They present information clearly during lessons. The school identifies the individual needs of pupils effectively, including pupils with SEND. Teachers understand the needs of the pupils in their class. They make effective adaptations to ensure that pupils with SEND can access and learn the curriculum successfully. For instance, support staff work effectively with individual pupils to provide further adaptations and support.

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

Sometimes, teaching does not identify and address pupils’ misconceptions. As a result, there are occasions where pupils do not retain knowledge securely or sometimes lack depth in their understanding.

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

The school has placed a sharp focus on the teaching of early reading. Staff are well trained in the delivery of the phonics programme. They identify and support pupils who fall behind the pace of the programme and help them to catch up. The books that pupils read are well matched to the sounds that they know. Staff work with parents and carers to help them to understand the purpose of the books that pupils take home. Pupils read a wide variety of texts daily and enjoy reading for pleasure. This helps pupils to become fluent and confident readers.

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

Pupils have very positive attitudes towards their education. They are enthusiastic to learn and enjoy contributing their ideas and opinions to lessons. Leaders ensure that systems to support pupils’ behaviour are clear. Pupils are taught how they can regulate and recognise their own behaviour. The school has put in place a number of measures to improve attendance. It works closely with parents to support pupils to attend school regularly. As a result of this, absences are reducing.

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

The school has designed a personal development programme that helps to prepare pupils for life in modern Britain. Pupils understand how to keep healthy and stay safe, including online. They have a strong understanding and awareness of different faiths and cultures. Pupils attend annual visits to a variety of places of worship. External speakers visit the school to deliver workshops on a range of topics. These include finance, careers, and safety in the local area. The school also delivers a range of events for parents. For example, it provides sessions for parents on online safety, reading and how learning is adapted for pupils with SEND.

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

Leaders at all levels, including trustees, have a firm understanding of the strengths and priorities of the school. They have a clear strategic vision. Trustees provide appropriate support and challenge for the school. 17 and 18 December 2024

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 Sometimes, teaching does not identify gaps in knowledge and check pupils’ understanding, particularly of core concepts, subject-specific vocabulary, and prior learning. This means that, occasionally, pupils are not fully ready to learn new content and find it harder to commit knowledge to their long-term memory. Leaders should develop teaching expertise so that it identifies and addresses any gaps in pupils’ understanding.

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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 first ungraded inspection since we judged the school to be good for overall effectiveness in July 2019.

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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. 17 and 18 December 2024

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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). 17 and 18 December 2024

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School details

Dates of previous inspection 10 and 11 July 2019, under section 5 of the Education Act 2005

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Information about this school

 The headteacher was appointed in September 2024.  The school does not 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.  This was the first routine inspection the school has 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 their evaluation of the school.  The inspector met with the headteacher, members of the senior leadership team and a range of staff. They also met with members of the board of trustees.  The inspector visited a sample of lessons, spoke to teachers, spoke to pupils about their learning and looked at samples of pupils’ work.  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 17 and 18 December 2024

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the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  The inspector considered the views of parents, pupils, and staff, including through responses to Ofsted’s online surveys.

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Inspection team

Simon Conway, lead inspector His Majesty’s Inspector 17 and 18 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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