St Paul's and All Hallows CofE Infant School

St Paul's and All Hallows CofE Infant School

Address: Park Lane, N17 0HH Unique reference number (URN): 139176

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Strong standard

Pupils achieve well and progress very well from their different starting points. Many pupils arrive with skills below what is typical for their age, particularly in language and communication. Teaching is well matched to their needs, so pupils quickly build their basic knowledge and skills and move confidently through the curriculum.

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Achievement Strong standard

Pupils develop secure early reading skills through consistent phonics teaching and read with growing confidence. In writing, pupils’ work shows improving handwriting and accurate sentence structure. In mathematics, pupils build secure number knowledge and explain their thinking using correct vocabulary.

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Achievement Strong standard

Published outcomes are positive and compare favourably with national averages, especially given the school’s context. Disadvantaged pupils and pupils with special educational needs and/or disabilities progress very well because support is identified early and closely monitored. Any gaps between groups of pupils reduce quickly.

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Achievement Strong standard

Pupils are extremely well prepared for their next steps. They leave with secure basic skills, confidence as learners and positive attitudes to learning, ready to succeed in the next stage of their education.

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Attendance and behaviour Strong standard

Attendance is improving significantly. It continues to be a priority for leaders. Staff work closely with families to remove barriers that may affect regular attendance. They use early checks, daily contact and practical support where needed. Regular attendance is celebrated, and families are supported through home visits, translation tools, and flexible communication. As a result, the number of pupils with high levels of absence has reduced significantly. Leaders monitor attendance carefully, particularly for pupils with additional needs or more complex circumstances. They act quickly to support improvement. This consistent and caring approach helps pupils attend regularly and be ready to learn.

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Attendance and behaviour Strong standard

Behaviour across the school is extremely calm, positive and well managed. Pupils behave well in lessons and at social times, including playtime, where interactions are friendly, happy and respectful. Clear routines, shared expectations and strong relationships help pupils understand how to behave and feel safe. Staff respond quickly to any concerns, and pupils are confident that unkind behaviour or bullying is dealt with promptly and effectively. Pupils show wonderful attitudes to learning, settle quickly into lessons and are keen to take part. They listen well, try hard and persevere with their work. As a result, pupils learn in a calm, supportive environment where they feel safe, respected and ready to succeed.

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Curriculum and teaching Strong standard

Leaders have designed an ambitious and well-planned curriculum that prepares pupils very well for future learning. Leaders adapt the curriculum to match the school’s context, so all pupils, including those with lower starting points or additional needs, can take part and enjoy lessons. Leaders regularly check that pupils are learning the intended curriculum well.

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Curriculum and teaching Strong standard

Teaching is clear, well structured and easy to follow. In daily phonics lessons, for example, pupils are taught step by step. Pupils use actions and repeated practice to learn sounds, before reading books that closely match what they know. In writing, teachers model sentences clearly. They use familiar routines to help pupils build confidence in handwriting, including letter formation and pencil grip, spelling and punctuation.

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Curriculum and teaching Strong standard

The curriculum is carefully planned across subjects. In mathematics, for instance, lessons build one step at a time, with teachers explaining ideas clearly and encouraging pupils to use the correct mathematical vocabulary. Similarly, in subjects such as history and art, pupils revisit earlier learning and build knowledge gradually over time. For example, pupils use timelines, key words and practical activities to help ideas stick.

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Curriculum and teaching Strong standard

Leaders make sure staff have strong subject knowledge through regular training and support from specialists. Language and vocabulary are a significant focus across all subjects. This helps pupils talk about their learning and understand new ideas. Teaching is consistent, engaging and well matched to pupils’ needs.

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Early years Strong standard

Children make a strong and successful start to their education. Many start school with skills well below those typical for their age, particularly in communication and language. Staff understand this and focus on helping children develop their speech, vocabulary and confidence from the start. Staff model language carefully and repeat key words. They encourage children to explain and share their ideas during play, stories and group activities.

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Early years Strong standard

The early years curriculum is well planned. It supports children’s progress across all areas of learning. Communication and language sit at the heart of the curriculum, with storytelling, role play and structured talk woven throughout. For example, children retell familiar stories confidently using story maps. They use new vocabulary accurately. Children develop fine motor skills and early writing through a variety of practical activities.

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Early years Strong standard

Reading is a clear priority. In the Reception Year, children learn phonics through daily, structured sessions. Staff use actions, repetition and clear modelling to help children secure sounds and begin blending quickly. Books are well matched to children’s phonics knowledge, helping them build confidence as early readers and writers.

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Early years Strong standard

Children feel safe, settled and happy. They develop independence, manage routines well and show kindness to one another. The school forges strong partnerships with parents and carers. As a result, children are extremely well prepared for Year 1 and beyond.

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Inclusion Strong standard

Leaders have built a caring, inclusive school where every pupil is supported to succeed. Staff take time to understand each pupil’s needs, especially those with special educational needs and/or disabilities, pupils who speak English as an additional language, disadvantaged pupils, and those needing support from social care. Information from parents and carers, home visits, assessments, and professional advice help staff understand pupils’ strengths and challenges.

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Inclusion Strong standard

Leaders and staff work hard to remove any barriers to learning. Teaching is designed so all pupils can take part and feel included. Extra support is provided quickly when needed, with specially adapted spaces and resources for pupils who need help with behaviour or communication. Pupils with higher needs learn alongside their peers. They enjoy the same lessons, trips and activities.

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Inclusion Strong standard

Pupils' progress and wellbeing are reviewed regularly. Staff check how support is working and adjust it when needed. Leaders use pupil premium funding effectively to ensure disadvantaged pupils receive the right help at the right time.

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Inclusion Strong standard

Staff receive regular training to support all pupils. Leaders work closely with parents, external professionals, and social care to make sure any needs are identified and met swiftly. As a result, pupils feel safe, included and supported.

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Leadership and governance Strong standard

Leaders are highly committed to ensuring that all pupils thrive, especially those who are disadvantaged, pupils with special educational needs and/or disabilities, or those who face other barriers to learning and wellbeing. Leaders have a strong understanding of the school’s strengths and areas for improvement, and they actively prioritise actions that drive positive change. Leaders ensure that resources are allocated effectively to meet pupils' needs. For example, leaders have developed a clear focus on early reading, phonics, and social-emotional support, with a strong emphasis on supporting the progress of vulnerable pupils.

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Leadership and governance Strong standard

The governance team and trustees hold leaders to account effectively. They ensure that statutory duties are met and that decisions are always made in the best interests of pupils. Governors and trustees are well informed about the school’s context and performance, and provide both support and challenge to leaders. This collaborative approach ensures continuous improvement and enables leaders to remain focused on their mission to serve all pupils, particularly those facing additional challenges.

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Leadership and governance Strong standard

Leaders are dedicated to staff's professional learning. A high-quality, evidence-informed training programme is available for all staff, including early career teachers, to build expertise and improve classroom practice. This is further supported by leaders' strong actions to manage staff's workload and wellbeing, ensuring that staff feel supported and valued.

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Leadership and governance Strong standard

Leaders' engagement with stakeholders, particularly with parents and carers, is a key strength. Their strong communication and collaboration ensures that pupils’ needs are met both in and out of school.

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Personal development and wellbeing Strong standard

The school provides an inspiring and carefully planned personal development and wellbeing offer. This helps pupils grow into confident, kind and responsible individuals. Leaders place pupils’ emotional health, character and happiness at the heart of school life. They ensure that pupils, including those who are disadvantaged or face additional challenges, feel supported and valued.

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Personal development and wellbeing Strong standard

Pupils’ spiritual, moral, social and cultural development is woven seamlessly through everyday experiences. For example, assemblies, stories and discussions encourage pupils to reflect on their feelings, beliefs and experiences, while helping them understand right and wrong. Pupils learn how to manage emotions, build friendships and resolve disagreements calmly. These skills are reinforced throughout lessons, playtimes and group activities, creating a strong sense of community and belonging.

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Personal development and wellbeing Strong standard

The personal development offer is well matched to pupils’ ages and needs. Pupils learn about healthy relationships, and keeping themselves safe, both online and offline, in an age- appropriate way. They know who to talk to if they are worried and feel confident asking for help. Disadvantaged pupils and those with additional needs benefit from extra mentoring, targeted support and adapted resources. This ensures everyone can take part and thrive.

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Personal development and wellbeing Strong standard

There is a rich range of cultural, creative and community experiences. Visits, clubs, workshops and special events help pupils appreciate different cultures, faiths and traditions. Pupils learn about British values such as fairness, democracy and respect through fundraising and community projects. As a result, pupils show empathy, confidence and pride in their school. They develop strong character, social awareness and life skills that prepare them extremely well for the future.

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Personal development and wellbeing Strong standard

Leaders carefully track pupils’ participation in the wider offer. They make adaptations to reflect pupils’ needs and the school’s context. Strong pastoral support underpins all aspects of personal development. Trusted adults, mentors and wellbeing sessions provide pupils with space to talk, reflect and build resilience. This joined-up approach enables all pupils to flourish personally and socially.

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What it's like to be a pupil at this school

Pupils at this school enjoy a warm, joyful and nurturing environment where they are encouraged to shine and feel valued. From the very start, children love learning because lessons are carefully planned to meet their needs. Many pupils arrive with relatively low starting points, especially in language and communication. Staff identify pupils' needs quickly and provide the right support. Consequently, pupils progress well through the curriculum and grow in confidence.

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What it's like to be a pupil at this school

Pupils achieve well in many subjects. Lessons are purposeful, with teachers showing pupils what to do clearly and giving them regular chances to practise and succeed. Pupils build strong foundations in reading, writing and number, which prepare them very well for the next stage of their education. Pupils who need extra support, including those with special educational needs and/or disabilities, pupils who speak English as an additional language, and those facing challenges at home, are supported with care, skill and high expectations. Teaching and resources are adapted so every child can take part, succeed and feel proud of their achievements.

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What it's like to be a pupil at this school

Pupils feel that they truly belong. They are included in all areas of school life and enjoy a wide range of opportunities such as trips, clubs and hands-on experiences like cooking. Staff build warm, trusting relationships with pupils. Children play happily together and form strong friendships. Bullying is rare. Pupils feel confident approaching adults for help. Parents and carers trust the school to care for their children.

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What it's like to be a pupil at this school

The school is calm, safe and well organised. Pupils behave well because routines are clear and adults are consistent, fair and supportive. Pupils say they feel safe. They know that their worries are taken seriously and resolved quickly. Attendance continues to improve through strong partnerships with families. Through daily school life, assemblies and community activities, pupils learn to be kind, respectful and responsible, preparing them well for life beyond school.

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Next steps

• Leaders and those responsible for governance should sustain the effectiveness of their work in all areas. They should seek continued improvement, overcoming barriers and challenges, in order to drive a transformational impact for all pupils. This includes disadvantaged pupils, those with special educational needs and/or disabilities, those who are known (or previously known) to children’s social care, and those who may face other barriers to their learning and/or wellbeing.

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Lead inspector:

Aliki Constantopoulou, His Majesty's Inspector

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Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

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About this inspection

This school is part of LDBS Academies Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Christalla Jamil, and overseen by a board of trustees, chaired by Andrew Garwood-Watkins.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with the executive headteacher, head of school and other school leaders, as well as representatives of the governing body and trustees during the inspection.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

This school is registered as having a Church of England religious character. Its last section 48 inspection was in November 2024.

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About this inspection

The school makes use of one registered alternative provision.

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About this inspection

Executive Headteacher and Head of School: Mrs Christalla Jamil and Mr Andries DuToit

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years.

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational support needs at the school.

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What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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national average

2024/25 (2 terms) 5.1% 5.2% Close to average

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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 .

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Urgent improvement

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

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Urgent improvement

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

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