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), 2(1)(a), 2(1)(b), 2(1)(b)(i), 2(1)(b)(ii)  The previous progress monitoring inspection found that the school did not have schemes of work for phonics and personal, social and health education (PSHE). The school had increased the number of teaching hours for English. Some staff had taken part in phonics training and had started to introduce a programme of phonics instruction. The school had appointed a special educational needs coordinator. A policy outlining the school’s provision for pupils with special educational needs and/or disabilities (SEND) was in place.  Curriculum plans from commercial schemes are now in place for PSHE and phonics. Subject leaders are suitably trained and teach effective lessons in the primary school from Year 1. They deliver the sequence of lessons as required for the PSHE and phonics topics. They choose appropriate activities so that pupils learn and make progress

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Main inspection findings

through these curriculums. Subject leaders adapt their teaching and resources effectively to meet the needs of pupils with SEND.  Pupils in Years 1 and 2 confidently apply their phonics knowledge and blend sounds when reading unfamiliar words. They read decodable books, appropriate to their level, with increasing fluency. Reading has a high profile. There is a new library, and classrooms have book collections in English and Greek. Pupils talk about how they borrow books from the library to read in school and to take home.  The PSHE curriculum and the school’s wider curriculum promote fundamental British values. Pupils participated in a ‘parliament week’, and make links between Greek and British values, for example the origins of democracy. Paragraph 2(2), 2(2)(f)  Children in the early years do not experience the same quality of provision for phonics as their peers in key stage 1. The proprietor has not ensured that children have sufficient

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Main inspection findings

opportunities to learn to read in English. This limits their early reading development.  The independent school standards (the standards) that were checked in this part are unmet. Part 3. Welfare, health and safety of pupils Part 6. Provision of information Paragraphs 7, 7(a), 7(b), 32(1)(c)  At the time of the last standard inspection, arrangements for safeguarding were not effective. The previous progress monitoring inspection found that the school’s safeguarding policy was in line with the statutory guidance, met requirements and was available for parents and carers. Leaders and staff were trained at an appropriate level and knew how to report and follow up concerns. Pupils felt safe at school and understood how to keep themselves safe, including online. The school’s single central record of pre-employment checks accurately recorded all the required checks on leaders and staff.  The school has maintained its secure practice with its safeguarding arrangements.

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Main inspection findings

Leaders and staff keep their training up to date. The safeguarding policy is up to date, meets requirements and is published on the school’s website. It is available for parents. Leaders follow up any concerns swiftly. The record of pre-employment checks is comprehensive and well organised.  Leaders actively promote the wellbeing of pupils. Pupils feel safe and trust adults to help them. Initiatives such as the school’s recent ‘safeguarding week’ have had a notably positive impact on pupils. The workshops they experience and new knowledge they learn help pupils understand risks and how to stay safe.  The standards that were checked in this part continue to be met. Part 8. Quality of leadership in and management of schools Paragraph 34(1), 34(1)(a), 34(1)(b), 34(1)(c)  The last standard inspection of the school found that the proprietor body did not have the necessary knowledge and expertise to ensure that the school complied with the

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Main inspection findings

independent school standards. The progress monitoring inspection in June 2025 found that the school had made some progress in its understanding of the statutory requirements for independent schools in England. However, there was limited oversight of the school’s work. This, coupled with frequent staff changes, meant there was a lack of leadership capacity to carry out the school’s work effectively and to ensure that the standards were met consistently.  This inspection found that the proprietor has taken action and strengthened the representation on the proprietor body. This is with a view to increasing the proprietor’s knowledge of the standards and education in England. The proprietor has deployed resources to provide leaders with support and professional development, for example for PSHE. This has had a positive impact on the quality of teachers’ planning and delivery and pupils’ progression through the curriculum.

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Main inspection findings

 The proprietor and senior leaders are ambitious for the school and its pupils. They have clear plans for improvement and the school’s next steps. The proprietor is in regular contact with leaders and visits the school to hold leaders to account. There is a strong focus on professional development for subject leaders and staff. Leaders check the delivery of the curriculum so that pupils can learn and make progress. There are plans to set up a governing body to further improve oversight of the school’s work.  While some improvement has been made, it remains the case that requirements in early years are not met. Actions to improve the early years are underway and although not complete, they are starting to have an impact. Pupils’ wellbeing is promoted successfully.  However, improvements in the early years phase have been too slow. The school has not met the early years requirements in multiple inspections from the standard inspection in

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Main inspection findings

December 2019.  The standard in this part continues to be unmet. Statutory requirements of the Early Years Foundation Stage EYFS requirements 1.7 and 1.15  The previous progress monitoring inspection found that the school had begun to introduce a phonics programme. Children in the Reception Year had started learning phonics. However, children only had one phonics lesson a week and did not have access to decodable books. Children did not have sufficient opportunity to practise and apply their phonics knowledge. It was too early to measure the impact of this work on the quality of early years provision, including children’s ability to read.  Leaders have made improvements to the early years environment for children. This better supports the development of their early language and communication. For example, classroom equipment labels and wall displays are in English as well as Greek. However, there is still only one phonics lesson a week with a teacher trained in phonics.

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Main inspection findings

On other days, children develop their awareness of sounds and letter shapes. Therefore, it remains the case that children do not have sufficient opportunities to practise and apply their phonics knowledge.  Leaders are aware of the common points across the Greek and the English early years foundation stage (EYFS). The curriculum provides a rich range of experiences for children. However, more detailed work needs to be done to ensure a strong focus on the early learning goals. The proprietor and the headteacher have put support in place for staff and an action plan for EYFS has been developed with the local authority. Further training has been planned for phonics and the broader areas of learning.  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 school has a Greek Orthodox religious ethos.  The proprietor delegates its duties to a sole representative. She took up her post in July 2025.  The school teaches the Greek national curriculum. The language of instruction is Greek. The school also teaches English.  The headteacher took up her post in September 2025.  The school does not use alternative provision.  The school’s previous 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 registration authority for independent schools. 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 second 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 24 September 2025.  The focus of the inspection was to check whether the school complies with particular requirements in parts 1 and 8 of the independent school standards. The inspector also considered those parts of the standards that relate to safeguarding. The inspection

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Information about this inspection

checked whether the school met particular parts of the statutory framework of the early years foundation stage, which were not met previously.  The inspector met with several staff, including the headteacher and the designated safeguarding lead. The inspector held a video call with the proprietor’s representative. The inspector met with staff who lead reading, PSHE and the early years. The inspector reviewed a range of school documents, including policies, curriculum plans, safeguarding records and the single central record. She also visited classes, met with a group of pupils, and listened to pupils read.

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Inspection team

Janet Hallett, lead inspector Ofsted Inspector

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The school does not meet the following independent school standards

Standards that were not met at the previous inspection and remain un-met at this inspection

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Part 1. Quality of education provided

 2(1) 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

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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.

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Early years foundation stage

– 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.

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Early years foundation stage

Standards that were met at the previous inspection, but are now judged to be not met at this inspection

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Part 1. Quality of education provided

 2(2) For the purposes of paragraph (2)(1)(a), the matters are- – 2(2)(f) where the school has pupils below compulsory school age, a programme of activities which is appropriate to their educational need in relation to personal, social, emotional and physical development and communication and language skills;

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Part 1. Quality of education provided

– 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)(c) actively promotes the well-being of pupils. guidance ‘Raising concerns and making a complaint about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/publications/complaints-about-ofsted . If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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Part 8. Quality of leadership in and management of schools

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Part 8. Quality of leadership in and management of schools

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Part 8. Quality of leadership in and management of schools

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Part 8. Quality of leadership in and management of schools

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Part 8. Quality of leadership in and management of schools

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Part 8. Quality of leadership in and management of schools

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