Mehria Primary School

Inspection of Mehria Primary School 23 Westbourne Road, Luton LU4 8JD

p.1

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Outstanding Personal development Good Leadership and management Good Overall effectiveness at previous inspection Good

p.1

Overall effectiveness Good

Does the school meet the independent school standards?

p.1

What is it like to attend this school?

Pupils take pride in attending this small and welcoming school. They work hard and behave exceptionally well. Pupils confidently discuss their learning and share the knowledge they have acquired. They show commitment to their education.

p.2

What is it like to attend this school?

Staff maintain very high expectations for the pupils’ behaviour. Pupils learn about appropriate conduct and receive praise for behaving well. This helps to motivate them further. They move calmly around the school. In lessons, pupils demonstrate their understanding of good behaviour by showing focus. They are highly attentive. This creates a positive environment where children can concentrate.

p.2

What is it like to attend this school?

Pupils make strong progress across the broad curriculum. They know that learning more will help them to be able to choose interesting and rewarding careers. Pupils learn to express themselves confidently. Some pupils have extra responsibilities, such as being members of the school council. Pupils have to earn this role and make a speech, and others elect them. These additional roles further develop pupils’ leadership skills.

p.2

What is it like to attend this school?

Learning about the wider world is important to the school and the pupils. They show interest in others’ opinions and learn to adopt a compassionate view toward different ideas. Pupils greatly enjoy their trips, which help enhance their knowledge of the curriculum.

p.2

better?

The school has mapped the curriculum for each subject from Years 1 to 6. Pupils learn a broad range of subjects that align with the national curriculum. This helps to prepare them well for secondary school. Additionally, close collaboration with the on- site early years provision ensures pupils encounter a smooth transition into school.

p.2

better?

Staff generally have the expertise needed to explain new concepts clearly to pupils. Additionally, they accurately check pupils’ understanding and ensure they remember essential knowledge. The development of subject-specific vocabulary is well structured. Pupils benefit from this because they become more articulate. This boosts their confidence. However, sometimes, learning tasks do not develop pupils’ understanding as well as they could. This means some pupils’ knowledge does not develop to its full potential.

p.2

better?

Pupils love to read. They enjoy exploring many texts across various interesting topics and authors. All pupils learn to read through phonics. They read books that match their phonics knowledge. They also get the regular and consistent practice they need to hone their skills. Additionally, skilled staff provide targeted support to all pupils who need it. This ensures that pupils can keep up with their peers. Pupils learn to read with confidence and fluency. 3 to 5 June 2025 Pupils with special educational needs and/or disabilities usually benefit from the learning adjustments that they need. However, the schools’ processes for identifying pupils’ needs could be more precise. Occasionally, the barriers that pupils face are not addressed as well such as finding it hard to hear sounds in words or to follow instructions. As a result, some pupils’ learning across the curriculum will not be as strong.

p.2

better?

Pupils have developed a strong understanding of how and why to behave well. They carry themselves with self-confidence as they know they are safe. Negative behaviour occurs infrequently, and staff address it effectively when it does. Pupils explain that they all get along well. Their learning remains uninterrupted. Pupils show maturity and are rightly proud of how they all behave.

p.3

better?

Pupils learn a broad and engaging personal development programme. This includes understanding democracy and the rule of law. They are knowledgeable when talking about any dangers online, and they learn how to stay safe in the community. They also learn to respect all others, including people of different faiths and ways of life.

p.3

better?

Governors and school leaders work collaboratively to continue to improve the education that pupils receive. Additionally, governors check thoroughly what leaders tell them. They also provide support, guidance and a trusted adviser role. The proprietor has effective oversight and completes all statutory duties. Staff receive effective support and ongoing training. They feel leaders provide appropriate support for their well-being and take action to reduce their workload.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

(Information for the school and proprietor)

 In some subjects, learning tasks are overly structured and/or closed. This means that pupils have fewer opportunities to deepen their understanding, leading to slower progress across the curriculum. Leaders should ensure that learning tasks allow pupils to think in sufficient depth, explain their thoughts and consolidate their knowledge further.  The school does not precisely identify some pupils’ needs. This means that some pupils will have difficulties that are not identified and addressed. The school needs to ensure that it has more precise ways to check pupils’ knowledge gaps and challenges and provide the tailored support necessary for them.

p.3

How can I feed back my views?

or to find out what other parents and carers think. We use information from Ofsted 3 to 5 June 2025 Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection.

p.3

How can I feed back my views?

The Department for Education has further guidance on how to complain about a school. 3 to 5 June 2025

p.4

School details

Date of previous inspection 4 to 6 October 2022 3 to 5 June 2025

p.5

Information about this school

 Mehria Primary School is registered with the Department for Education as a school with a Muslim ethos for boys and girls.  The school does not currently use any alternative provision.  A mosque is located in the school’s grounds. Classrooms are in separate buildings from the mosque.  Wonderland Nursery (URN EY438249) operates in a separate part of the school building. The Nursery provides day care for children up to five years old. This is inspected and reported on separately.

p.6

Information about this inspection

Inspectors carried out this inspection under section 109(1) and (2) of the Education and Skills Act 2008. The purpose of the inspection is to advise the Secretary of State for Education about the school’s suitability for continued registration as an independent school.

p.6

Information about this inspection

Inspections are a point-in-time judgement about the quality of a school’s education provision.

p.6

Information about this inspection

The school meets the independent school standards. These are the requirements set out in the schedule to the Education (Independent School Standards) Regulations 2014.

p.6

Information about this inspection

 Inspectors discussed any continued impact of the pandemic with leaders and have taken that into account in their evaluation of the school.  Inspectors carried out deep dives in these subjects: early reading, mathematics, physical education and geography. For each deep dive, inspectors held discussions about the curriculum, looked at curriculum plans, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  Inspectors also looked at curriculum plans and spoke to leaders about some other subjects.  To evaluate the effectiveness of safeguarding, the 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.

p.6

Inspection team

Jessie Linsley, lead inspector His Majesty’s Inspector

p.6

Inspection team

Charlie Fordham His Majesty’s Inspector 3 to 5 June 2025 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.

p.6

Inspection team

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

Inspection team

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

Inspection team

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

p.7

Inspection team

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

p.7