Schools & FE · Report card

Primrose Hill Church of England Primary Academy

Inspected 18 Nov 2025 · URN 139643

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Summary

No overall grade in this frameworkSafeguarding met

Esther Best (lead), Julie Carrington, Sophie Hillson

What we read, and from where

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Achievement verified
Expected standard
Attendance and behaviour verified
Strong standard
Curriculum and teaching verified
Expected standard
Early years verified
Expected standard
Inclusion verified
Strong standard
Leadership and governance verified
Strong standard
Personal development and wellbeing verified
Strong standard
Framework verified
Report card
Inspection datesingle source
18 Nov 2025
Inspectors verified
Esther Best, Julie Carrington, Sophie Hillson
Postcode verified
GL15 5TA
Name on report verified
Primrose Hill Church of England Primary
Safeguarding verified
Met
URN verified
139643

Page 1 of 15

Deep dive

What this report says

In plain English

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Grade profile

Each judgement on its scale, weakest to strongest.

AchievementExpected
Attendance and behaviourStrong
Curriculum and teachingExpected
Early yearsExpected
InclusionStrong
Leadership and governanceStrong
Personal development and wellbeingStrong

Tone of the report

How positive or critical the inspectors' language is, from the words they chose. No AI involved.

+83Very positivemore positive than 72% of reports of this type

In line with other reports of this type.

Praisehighly effectivethrivehigh expectationspositivestrongconsistentlyfeel safehigh-quality

Criticismgapsconcernslackfall behinderrors

How the report reads, start to finish

Every paragraph in order, sized by length. Tap one to see it on the page.

FindingsSafeguardingAbout the inspectionLeadershipWhat needs to improve positive critical

Findings1482w+81
Leadership251w+91
Safeguarding51w−11
What needs to improve26w+51

Strengths

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Concerns

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Where checks lack precision for a small number of pupils, some errors in written work persist. p.4

Next steps

Quoted from the report. Tap to see it on the page.

Leaders need to ensure that teachers check precisely how well pupils are securing their knowledge of the curriculum to enable pupils to consistently achieve well. p.6

What the report dwells on

Topics by how often they come up, coloured by how they are described. Open one for an example.

Anatomy of the report

How the report is built, against others of the same type and grade.

Pages: 15
Words of findings: 1,809; about usual (typical 1698)
Reading level: Hard; Flesch 43, typical 43
Average sentence: 14 words
Next steps: 1; typical 3
Hedged sentences: 2%; “some”, “not always”, “most”…

Where the words go

Findings 54%Leadership 9%Safeguarding 2%What needs to improve 1%About the inspection 34%

Full report text

Academy

Address: School Crescent, GL15 5TA Unique reference number (URN): 139643

p.1

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.

p.1

How we evaluate safeguarding

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

p.1

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.

p.1

Attendance and behaviour Strong standard

Attendance is a whole-school priority, underpinned by a strong culture of belonging for all pupils. Rigorous systems monitor attendance closely, enabling leaders to provide timely support and challenge. For example, the pastoral lead provides help for families when they need it. The school's work on attendance has had a significant impact over time. This is reflected in consistently high rates of attendance for all pupils.

p.2

Attendance and behaviour Strong standard

The school sets consistently high standards for pupils’ conduct and attitudes to learning. Leaders and staff clearly model these expectations, creating a calm and respectful environment from the moment pupils arrive.

p.2

Attendance and behaviour Strong standard

Lessons are highly conducive to learning, where pupils thrive. Pupils are motivated and eager to succeed, responding quickly and positively to staff's instructions. Staff have the appropriate expertise to address any barriers to pupils meeting these high expectations. Where necessary, appropriate adjustments are made to enable all pupils to be successful. The school resolves any concerns swiftly, ensuring pupils feel supported and remain focused and engaged in their learning.

p.2

Inclusion Strong standard

Leaders’ very high expectations of supporting the most vulnerable pupils are lived out by all staff. The school’s inclusion strategy is the bedrock of its work, with a palpable impact on pupils’ outcomes and experiences. Precise identification of pupils' special educational needs and/or disabilities ensures provision is adapted accurately. Staff continuously review individualised targets to ensure pupils’ needs are well met. Leaders communicate effectively with external agencies to plan multi-agency support. Staff address barriers as soon as they arise, including for pupils known to social care.

p.2

Inclusion Strong standard

Leaders and staff work together to analyse the impact of any interventions, enabling pupils' emerging and changing needs to be identified quickly. Staff adapt and shape pupils’ learning precisely to meet their emotional needs and to realise their academic potential. The school's use of additional funding is highly effective. It has a substantial impact on broadening pupils’ wider experiences. Leaders are continually looking to improve the school’s practices in the best interest of pupils. For example, leaders recently introduced 'ladybird’ provision. This narrows pupils’ specific gaps in communication and language, physical development and social skills. This provision also helps pupils to manage their own behaviour and emotions.

p.2

Leadership and governance Strong standard

Leaders have a clear and accurate understanding of the school’s context, strengths and priorities for improvement. There is a clear, shared vision and unwavering determination from leaders at all levels, including trustees, to secure the very best outcomes for all pupils. Leaders’ actions have a demonstrable and significant impact, particularly for those pupils who are disadvantaged. Leaders model high expectations and professionalism, acting in the best interests of pupils and ensuring these principles are embedded across all aspects of the school’s work.

p.2

Leadership and governance Strong standard

Leaders support staff through high-quality professional learning, which is valued by all, including those who are new to the profession. Leaders prioritise ensuring staff's workload and wellbeing are well managed. This is appreciated by staff, who are proud to work at the school. Where improvement is needed, leaders act decisively. Leaders ensure that professional learning and support are targeted to secure rapid progress, for example in writing, where work to promote greater consistency in highly effective teaching is beginning to have a positive and sustained impact.

p.3

Leadership and governance Strong standard

Those responsible for governance have an accurate view of the school. They use their expertise to provide robust support and challenge. Those responsible for governance meet their statutory duties, with pupils at the centre of their work.

p.3

Leadership and governance Strong standard

The school works in effective partnership with parents and carers to support pupils. For example, a 'positive ping' celebrates the successes of pupils' individual achievements. Parents and carers are highly positive about the school. They praise the warmth, inclusivity and how well staff know pupils individually.

p.3

Personal development and wellbeing Strong standard

The personal development and wellbeing offer is extensive and embedded in every aspect of school life. Leaders continuously review this offer to ensure it meets all pupils’ needs. Its impact on pupils’ outcomes and their readiness for the next stage of education is substantial and sustained.

p.3

Personal development and wellbeing Strong standard

Pupils benefit from strong pastoral support and a clear commitment to equality, particularly for the most vulnerable. The school’s character education programme, including the ‘Life in all its fullness’ initiative, helps pupils become courageous advocates who support, defend and speak out for others. The school provides numerous opportunities for pupils to develop leadership skills and resilience. Pupils lead events and initiatives confidently, making a positive difference within school and in the community. For example, pupils introduced and lead the school food bank and book swap. They have worked with the community to design and plant a shared orchard. These projects demonstrate pupils’ ability to turn ideas into action to create lasting change. This helps to fully realise the school's vision.

p.3

Personal development and wellbeing Strong standard

Pupils have rich opportunities to explore right and wrong, ethical issues and cultural diversity. Guest speakers and visits to places of worship deepen their understanding of different faiths and traditions. Pupils have a rich understanding of difference and healthy relationships. This builds pupils’ independence and sense of belonging. Leaders help pupils to share personal experiences, such as living with neurodivergence or exploring family diversity. This promotes a deep sense of respect across this highly inclusive school.

p.3

Personal development and wellbeing Strong standard

The school makes highly effective use of pupil premium funding to provide bespoke academic and pastoral support and broaden experiences for disadvantaged pupils. Leaders work closely with external agencies and family support workers to remove barriers and

p.3

Expected standard

prioritise mental health and wellbeing. Strong partnerships, such as with ‘Young Minds Matter’, further enhance pupils’ personal growth.

p.4

Achievement Expected standard

Pupils achieve well, including those who are disadvantaged. They gain the knowledge and skills needed to be well prepared for their next stage of education. This is reflected in published outcomes at the end of key stage 2, where attainment in reading, writing and mathematics at expected and higher standards is now above the national average. Pupils get off to a secure start in reading, which is reflected in the consistently high proportion of pupils who pass the phonics screening check.

p.4

Achievement Expected standard

Pupils have appropriate knowledge and skills across the curriculum. This is evident in the quality of their work and their ability to make connections in their learning across subjects. They take pride in their learning and show enthusiasm when sharing it with each other. For example, pupils explain with confidence the properties of materials in science, using the appropriate scientific vocabulary in their explanations.

p.4

Curriculum and teaching Expected standard

The school teaches an ambitious and logically ordered curriculum. Leaders have an accurate understanding of curriculum strengths and where it needs further refinement. For example, the school has developed the teaching of mathematics. Pupils benefit from greater opportunities to reason and solve problems. This enables them to apply their mathematical understanding confidently. This has led to rapid improvement in pupils' learning, ensuring they are well prepared for their next stage.

p.4

Curriculum and teaching Expected standard

Generally, teachers demonstrate secure subject knowledge in what they teach. They use questioning carefully to spot and address misconceptions. These questions are precisely targeted to help pupils, including those with special educational needs and/or disabilities (SEND), to make connections with prior learning. Retrieval activities support pupils to revisit and retain important knowledge. Teachers plan careful adaptations so that pupils with SEND learn the curriculum well.

p.4

Curriculum and teaching Expected standard

Leaders prioritise the securing of foundational knowledge in reading, writing and mathematics for pupils. The school has clear systems in place to identify and support gaps in knowledge. Typically, assessment is used well to inform future learning. Where checks lack precision for a small number of pupils, some errors in written work persist.

p.4

Early years Expected standard

Children get off to a positive start in the early years. Successful partnerships with parents and carers ensure families are involved from the beginning. This helps children to settle quickly. Staff establish clear routines and high expectations of behaviour, creating an environment where children feel safe and ready to learn.

p.4

Early years Expected standard

The curriculum is carefully ordered so that staff know what to teach and when. Teachers plan activities to give children time to practise and embed new learning so they build knowledge securely over time. Staff know children well. They design learning that meets children's needs, making appropriate adaptations where necessary. Leaders take account of children’s starting points, particularly those with barriers to learning. The school identifies any gaps or barriers to learning early to ensure that children get the support they need.

p.5

Early years Expected standard

Reading is prioritised from the start. Staff select high-quality books that promote a love of reading and strengthen language development. Staff generally use interactions effectively to deepen understanding and extend vocabulary. Children learn to read well, and those who fall behind are identified promptly and supported to catch up. Pupils benefit from regular opportunities to apply their reading knowledge to develop their writing. This prepares children well for the next stage.

p.5