Greek Primary School of London

School progress monitoring inspection report

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Greek Primary School of London 3 Pierrepoint Road, Acton, London W3 9JR

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Main inspection findings

Part 1. Quality of education provided Paragraph 2(1) to 2(1)(b)(ii)  At the time of the standard inspection in November 2024 there was no curriculum policy in place. The English curriculum lacked ambition. It was not designed well enough to meet the needs of pupils whose knowledge of English was secure. There was no phonics programme to teach pupils to read. This meant that pupils were not well prepared for the next stage of their education in English schools.  The school’s action plan set out several steps aimed to improve the English curriculum so that it met the pupils’ needs. The school intended to appoint a special educational needs coordinator (SENCo) and to write a policy which would set out systems for identifying pupils’ special educational needs and/or disabilities (SEND). Some aspects of the proposed actions lacked clarity. The action plan was evaluated as unlikely to result in compliance with the independent school standards (the standards).

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Main inspection findings

 Since the previous inspection the school has written a curriculum policy which is published on the school website. This sets out the subjects that pupils will learn and how staff will plan for these. Where the curriculum is new in phonics and personal, social and health education (PSHE), staff have not yet produced schemes of work.  The school has increased the number of teaching hours for English. It has appointed two English teachers. They have taken part in some phonics training and have started to introduce a programme of phonics instruction.  Since the previous inspection the school has appointed a SENCo. There is a SEND policy in place. This sets out the school’s approach to meeting the needs of pupils with SEND with clarity. Paragraphs 2A(1), 2A(1)(a), 2A(1)(d) to 2A(2)  The school has made some progress in meeting the requirement to provide PSHE to pupils and to ensure that it meets the relationships and sex education (RSE) statutory

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Main inspection findings

guidance. There is a suitable PSHE and RSE policy in place. The school has purchased an appropriate PSHE programme. Staff started teaching the programme from February. All pupils have one hour of PSHE learning each week. Pupils are able to talk about their learning of PSHE and RSE. For example, they have started to learn about changes to their bodies during puberty. The school has consulted with parents regarding the content of the curriculum. There is not yet a coherent curriculum plan in place for PSHE and RSE. The sequence for teaching the content remains unclear.  The standards in part one remain unmet.

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Main inspection findings

Part 3. Welfare, health and safety of pupils Paragraphs 7 to 7(b) and 15  The previous inspection found that the school did not have a strong culture of safeguarding. There was a lack of training for the designated safeguarding lead (DSL), no up-to-date safeguarding policy and a lack of understanding of local safeguarding reporting. Staff were not suitably trained and there was no clear system for raising and reporting concerns about pupils’ welfare.  This inspection found that leaders have realised their plans to create a culture of vigilance around safeguarding in a timely way.  The school has a safeguarding policy that is appropriate and reflects the most up-to-date statutory guidance. Safeguarding leaders have completed training at an appropriate level. They ensure that all staff receive suitable training throughout the year. Staff know how to report any concerns about pupils and staff. Pupils feel safe at school and

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Main inspection findings

understand how to keep themselves safe, including online.  The school maintains an admission and attendance register in line with regulations.  The standards in this part are now met.

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Main inspection findings

Part 4. Suitability of staff, supply staff, and proprietors Paragraphs 18(2) to 18(2)(e), 18(3), 20(6) to 21(1)(3)(b) and 21(6)  The school understands the importance of the safer recruitment of staff. It makes sure that checks on new staff are carried out in line with statutory guidance. Relevant staff have completed safer recruitment training.  The school’s single central record of pre-employment checks accurately records all the required checks on leaders and staff. The school ensures that there is oversight of the school’s single central record.  The standards in this part continue to be met.

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Main inspection findings

Part 6. Provision of information Paragraphs 32(1), 32(1)(b), 32(1)(c), 32(3), 32(3)(b)  The previous inspection found that the standards that require schools to provide specified information to stakeholders were not met. This related to information on the school’s safeguarding arrangements, the provision in place for pupils with education, health and care plans and for pupils who speak English as an additional language.  The action plan indicated that the school would employ professionals to help them to write policies and to audit the contents of the website. The school intended to complete these actions by the end of the summer term 2025. This was after the date set by the registration authority for actions to be completed.  This inspection found that the school has enlisted the support of the local authority and a partner school to support this work. The school has ensured that the required policies

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Main inspection findings

are available via the website and on paper.  The standards in this part are met.

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Main inspection findings

Part 8. Quality of leadership in and management of schools Paragraph 34(1) to 34(1)(c)  The previous inspection found that the proprietor’s oversight of the school’s compliance with statutory requirements was weak. The proprietor and the school had a limited understanding of their statutory duties. Effective arrangements had not been made for the handover of information, given that staff and leaders changed regularly. The proprietor had not put in place any mechanisms to ensure and assure itself that all the standards were met securely and consistently. The school did not actively promote pupils’ well-being because arrangements to protect them from harm were not in place. As a result, the school did not meet all the standards.  The action plan set out the school’s intention to provide training for staff. It did not provide clear information about exactly how the school proposed to improve leaders’

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Main inspection findings

understanding of the standards and their statutory duties. It was unclear how the proprietor intended to improve its oversight of the school.  This inspection found that the school has made some progress in its understanding of the statutory requirements for independent schools in England. The standards relating to safeguarding and actively promoting the well-being of pupils are met. However, there is limited oversight of the school’s work. This, coupled with frequent staff changes, means there remains a lack of leadership capacity to carry out the school’s work effectively and to ensure that the standards are met consistently.  The standards in this part continue to be unmet.

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Main inspection findings

Statutory requirements of the Early Years Foundation Stage EYFS requirements 1.7 and 1.15  The previous inspection found that the school had not implemented the early years foundation stage (EYFS) statutory framework. It did not teach language, literacy and communication to children in the Reception Year. This meant that children were not prepared well for future learning.  The action plan showed that it was the school’s intention to review and adjust the early years curriculum after seeking advice from the local authority and other schools to support this work. The actions to meet these requirements lacked clarity, especially regarding the training planned for staff and the time frame for this.  Since the previous inspection the school has begun to introduce a phonics programme. Pupils in Reception have been learning phonics since February. The school has assessed their starting points and checks the progress they are making. However, pupils do not

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Main inspection findings

have access to decodable books. This means that pupils are not able to practise their newly gained phonics knowledge, thus limiting their ability to learn to read. It is too early to measure the impact of this work on the quality of early years provision, including pupils’ ability to read and therefore their preparedness for Year 1.  The EYFS requirements checked in this part remain unmet.

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Compliance with regulatory requirements

The school does not meet the requirements of the schedule to The Education (Independent School Standards) Regulations 2014 ('the independent school standards') and associated requirements that were checked during this inspection, as set out in the annex of this report. This included the standards and requirements that the school was judged to not comply with at the previous inspection. Not all of the standards and associated requirements were checked during this inspection.

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School details

This inspection was carried out under section 109(1) and (2) of the Education and Skills Act 2008, the purpose of which is to advise the Secretary of State for Education about the school's suitability for continued registration as an independent school.

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School details

Annual fees (day pupils) No fees charged

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School details

Email address londongreekprimary@gmail.com

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School details

Dates of previous standard inspection 12 to 14 November 2024

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Information about this school

 The Greek Primary School of London was opened by the Greek Ministry of Education to serve the Greek community in London. It provides free education at the school for Greek pupils.  The proprietor delegates its duties to a sole representative, the ‘education counsellor’. She took up her post in November 2024.  The school does not use alternative provision.  The school teaches the Greek national curriculum. The language of instruction is Greek. The school also teaches English.  The school’s previous full standard inspection took place in November 2024.  The school is registered to admit 91 pupils.

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Information about this inspection

 This inspection was carried out at the request of the Department for Education. The purpose of the inspection was to monitor the progress the school has made in meeting the independent school standards and other requirements that it was judged to not comply with at its previous inspection.  This was the school’s first progress monitoring inspection since its last standard inspection in November 2024. The inspection was conducted without notice.  Since the previous inspection, the school was asked to submit an action plan. This was evaluated by Ofsted to be not acceptable and was subsequently rejected by the Department for Education on 13 February 2025.  The focus of the inspection was to check whether the school complies with particular requirements in Parts 1, 6 and 8 of the independent school standards. The inspector also considered those parts of the standards that relate to safeguarding in Parts 3 and 4. The

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Information about this inspection

inspection checked whether the school met the statutory framework of the Early Years Foundation Stage.  The inspector met with several staff, including the deputy headteacher (who fulfils the role of headteacher) and the designated safeguarding lead. She met with staff who lead reading, PSHE and RSE. The inspector reviewed a range of school documents, including policies, curriculum plans and the single central record. She also met with a group of pupils and teaching staff.

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Inspection team

Lisa Strong, lead inspector His Majesty's Inspector

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Part 1. Quality of education provided

 2A(1) The standard in this paragraph is met if the proprietor-

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Part 1. Quality of education provided

– 2A(1)(a) ensures that every registered pupil who is provided with primary education at the school is provided with relationships education,

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Part 1. Quality of education provided

– 2A(1)(d) in making arrangements for the purposes of paragraphs (a), (b) or (c), has regard to any guidance under section 80A of the Education Act 2002 that applies in relation to the provision of education by maintained schools,

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Part 1. Quality of education provided

– 2A(1)(e) makes and keeps up to date a separate written statement of its policy with regard to the provision of education as required by each of the paragraphs (a) and (b),

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Part 1. Quality of education provided

– 2A(1)(f) consults parents of registered pupils at the school before making or revising a statement under sub-paragraph (e) and,

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Part 1. Quality of education provided

– 2A(1)(g) publishes a copy of the statement on a website and provides a copy of the statement free of charge to anyone who asks for one.

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Part 1. Quality of education provided

– 2A (2) Arrangements made by the proprietor for the purposes of sub-paragraph (1)(b) must ensure that where a pupil’s parent requests that the pupil is wholly or partly excused from sex education provided as part of relationships and sex education, the pupil is so excused until the request is withdrawn, unless or to the extent that the head teacher considers that the pupil should not be so excused.

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Part 3. Welfare, health and safety of pupils

 The standard in this paragraph is met if the proprietor ensures that - – 7(a) arrangements are made to safeguard and promote the welfare of pupils at the school; and – 7(b) such arrangements have regard to any guidance issued by the Secretary of State.

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Part 3. Welfare, health and safety of pupils

 15 The standard in this paragraph is met if the proprietor ensures that an admission and attendance register is maintained in accordance with the School Attendance (Pupil Registration) (England) Regulations 2024.

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Part 3. Welfare, health and safety of pupils

 32(1) The standard about the provision of information by the school is met if the proprietor ensures that- – 32(1)(b) the information specified in sub-paragraph (3) is made available to parents of pupils and parents of prospective pupils and, on request, to the Chief Inspector, the Secretary of State or an independent inspectorate; – 32(1)(c) particulars of the arrangements for meeting the standard contained in paragraph 7 are published on the school's internet website or, where no such website exists, are provided to parents on request;32(3) The information specified in this sub-paragraph is-

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Part 3. Welfare, health and safety of pupils

 32(3) The information specified in this sub-paragraph is- – 32(3)(b) particulars of educational and welfare provision for pupils with EHC plans and pupils for whom English is an additional language;

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Part 1. Quality of education provided

 The standard in this paragraph is met if - – 2(1)(a) the proprietor ensures that a written policy on the curriculum, supported by appropriate plans and schemes of work, which provides for the matters specified in sub- paragraph (2) is drawn up and implemented effectively; and – 2(1)(b) the written policy, plans and schemes of work- – 2(1)(b)(i) take into account the ages, aptitudes and needs of all pupils, including those pupils with an EHC plan; and – 2(1)(b)(ii) do not undermine the fundamental British values of democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs.

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Part 8. Quality of leadership in and management of schools

 34 (1) The standard about the quality of leadership and management is met if the proprietor ensures that persons with leadership and management responsibilities at the school- – 34(1)(a) demonstrate good skills and knowledge appropriate to their role so that the independent school standards are met consistently; – 34(1)(b) fulfil their responsibilities effectively so that the independent school standards are met consistently; and – 34(1)(c) actively promote the well-being of pupils.

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Foundation Stage statutory framework

Requirements that were not met at the previous inspection and remain unmet at this inspection – 1.7 The level of development children should be expected to have reached by the end of the EYFS is defined by the early learning goals (ELGs) as set out below. – 1.15 Providers must ensure that children have sufficient opportunities to learn and reach a good standard in English language during the EYFS, ensuring children are ready to benefit from the opportunities available to them when they begin Key Stage 1. When assessing communication, language, and literacy skills, practitioners must assess children’s skills in English. If a child does not have a strong grasp of English language, practitioners must explore the child’s skills in the home language with parents and/or carers, to establish whether there is cause for concern about language delay. guidance 'Raising concerns and making a complaint about Ofsted', which is available from Ofsted's website:

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Foundation Stage statutory framework

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Foundation Stage statutory framework

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Foundation Stage statutory framework

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Foundation Stage statutory framework

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Foundation Stage statutory framework

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Foundation Stage statutory framework

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Foundation Stage statutory framework

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