The Kilburn Park School Foundation

Inspection of a school judged good for overall effectiveness before September 2024: The Kilburn Park School Foundation Malvern Road, London, Middlesex NW6 5RG

p.1

Outcome

The Kilburn Park School Foundation has taken effective action to maintain the standards identified at the previous inspection.

p.1

What is it like to attend this school?

Pupils love coming to this school. It is a safe place where they are looked after well. Pupils are confident that staff will help them if they have any concerns or worries. Pupils speak warmly about the relationships that they have with adults in school, describing them as kind and supportive. The school forms part of a close-knit community. Pupils say it is like belonging to a ‘big family’.

p.1

What is it like to attend this school?

The school expects pupils to ‘work hard to achieve together’, and they rise to these high expectations. They focus well in lessons and engage positively in their learning. As a result, pupils achieve well across the curriculum.

p.1

What is it like to attend this school?

Pupils behave well, both in lessons and around the school. They understand the school’s expectations and respond positively to the clear routines that are in place. Classrooms are calm and orderly. Pupils learn without disruption. Pupils are polite, respectful and considerate towards others, contributing to the warm and welcoming atmosphere that fills this school.

p.1

What is it like to attend this school?

Pupils enjoy the many enriching opportunities that the school provides, from clubs to special events, such as international and cultural evenings. They feel proud to be part of this school community. They say that everyone is made to feel welcome and that differences are celebrated. 29 April 2025

p.1

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

The school’s curriculum is well organised. It carefully considers the needs of all pupils. Leadership has thought about the knowledge that pupils need to learn and when. As a result, pupils build on their prior learning securely, which helps to deepen their knowledge and understanding over time.

p.2

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

The curriculum is delivered effectively. Teachers introduce subject matter clearly. Pupils’ understanding is supported by effective modelling and questioning. There are plenty of opportunities for pupils to practise what they are learning. This helps them to remember concepts over time. However, sometimes, pupils’ understanding of the subject-specific vocabulary being used is not as clear as it could be. This prevents them from deepening their understanding and using this language successfully when discussing their learning in these subjects.

p.2

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

Staff check pupils’ understanding to establish what they know and can do. This information is used effectively to plan what pupils need to learn next or go over again. For example, pupils requiring further support to learn times tables are provided with additional opportunities for practise. This enables pupils to then go on to recall and apply multiplication facts confidently in their learning.

p.2

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

The school identifies the needs of pupils with special educational needs and/or disabilities (SEND) promptly and accurately. Pupils with significant needs receive effective support as part of the school’s specially resourced provision. For instance, they benefit from a wide range of therapy-based activities that help them to learn successfully. Through carefully planned activities and adaptations, pupils with SEND across the school are supported to access and learn the broad and ambitious curriculum.

p.2

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

The school prioritises reading. As soon as pupils join the school, those who are falling behind in their reading are identified. These pupils receive effective support to catch up quickly. Pupils hear staff read to them regularly and they enjoy visits to the library.

p.2

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

Pupils attend school regularly. If concerns arise, leaders act quickly to address absences and work closely with families to remove any barriers. The school engages effectively with external agencies, including professionals from health, social care and the family support team. This joined-up approach has helped to secure strong and sustained levels of pupil attendance over time.

p.2

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

The curriculum is enriched with many opportunities beyond the classroom. For example, pupils enjoy a whole-school residential experience outside of London. The school makes full use of the museums, galleries and other places of interest in the local area to inspire pupils and foster their cultural understanding. Pupils take part in a wide range of sporting activities. Through their elected school council, pupils usefully experience democracy first hand. These experiences all help to prepare pupils for life in modern Britain. 29 April 2025

p.2

3

Leaders, staff and governors share a clear vision of providing a well-rounded education for pupils in their care. They work together to ensure that pupils, including those with additional needs, benefit from a broad and enriching curriculum.

p.3

3

Staff are positive about the support that they receive from leadership in managing workload and well-being. For example, well-being champions promote positive staff morale. Staff report that they feel valued.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

(Information for the school and appropriate authority)

 Sometimes, pupils’ understanding of subject-specific vocabulary is not as clear as it could be. This lessens the depth of pupils’ knowledge and understanding in some subjects. The school should ensure that pupils learn and have the opportunity to apply vocabulary accurately and confidently in their learning.

p.3

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.

p.3

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.

p.3

Background

This is the first ungraded inspection since we judged the school to be good for overall effectiveness in October 2019. 29 April 2025

p.3

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.

p.4

How can I feed back my views?

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

p.4

Further information

You can search for published performance information about the school.

p.4

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). 29 April 2025

p.4

School details

Appropriate authority The governing body

p.5

School details

Chair of the governing body Seeta Mepani

p.5

School details

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

p.5

Information about this school

 The school does not use any alternative provision.  The school is in a hard federation with an infant school in the same local authority.  The school has a specially resourced provision for pupils with autism. There are currently 16 pupils in the provision.

p.5

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 received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school.  Inspectors held discussions with the headteacher and other members of the senior leadership team.  The lead inspector also met with governors, including the chair of governors. 29 April 2025

p.5

6

 Inspectors visited a sample of lessons, spoke to some pupils about their learning and looked at samples of pupils’ work.  To evaluate the effectiveness of safeguarding, inspectors: 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.  Inspectors also considered the views of parents through their responses to Ofsted’s surveys.

p.6

Inspection team

Edison David, lead inspector Ofsted Inspector

p.6

Inspection team

Karen Wyatt Ofsted Inspector 29 April 2025

p.6

7

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.

p.7

7

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

7

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open- government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.7

7

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

7

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7