Furness Primary School

Furness Primary School

Address: Furness Road, Harlesden, London, NW10 5YT Unique reference number (URN): 142703

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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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Attendance and behaviour Strong standard

The school places a great deal of attention on ensuring that pupils regularly attend school. Leaders focus closely on supporting families who find this more challenging. The importance of regular attendance on pupils’ learning and wellbeing is shared often. Attendance is high across the school. Leaders monitor attendance carefully and have implemented targeted support to reduce absence, particularly for disadvantaged pupils and those with special educational needs and/or disabilities (SEND). These strategies help pupils to access learning consistently and benefit from the full curriculum.

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Attendance and behaviour Strong standard

Behaviour across the school is calm, respectful and positive. Leaders have established clear expectations and a consistent approach, enabling pupils to focus on learning. During playtimes and lunchtimes, pupils are considerate and cooperative, engaging well with peers across different year groups. Pupils say that bullying is rare and, when it occurs, it is addressed promptly. Staff support pupils with any behavioural issues, ensuring that these are managed consistently and fairly. This creates a safe and supportive environment. Pupils understand the school’s behaviour expectations, and staff apply policies effectively, making reasonable adjustments where needed for pupils with SEND.

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Attendance and behaviour Strong standard

Leaders’ work has fostered positive attitudes to learning and a culture in which pupils take pride in their achievements and participate fully in school life.

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Inclusion Strong standard

Leaders develop and put in place highly effective provision for pupils with special educational needs and/or disabilities (SEND), those who are disadvantaged and those known or previously known to children’s social care. Well-chosen inclusive practices mean that the additional support these pupils receive is timely and effective.

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Inclusion Strong standard

Pupils’ needs are carefully identified through regular checks by staff, allowing targeted support and adjustments that help pupils to overcome barriers to learning. Staff receive high-quality training, ensuring that planned strategies are applied consistently to support all pupils. Leaders work closely with families and external agencies to coordinate support and foster pupils’ aspirations. For example, pupils with SEND benefit from phonics and literacy sessions tailored precisely to what they know and can do, and what they need to practise. Disadvantaged pupils receive personalised catch-up programmes that build their confidence and skills. Pupils who speak English as an additional language (EAL) also receive well- targeted support, enabling them to develop the communication skills they need to access the curriculum successfully alongside their peers.

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Inclusion Strong standard

Leaders closely review the impact of teaching and any additional help for pupils, in and out of the classroom. They adapt provision in response to pupils’ emerging needs. This ensures that pupils with additional needs, including those with SEND, disadvantaged pupils and pupils who speak EAL, make secure progress through the curriculum. Pupil premium funding is used effectively to support pupils' learning and wellbeing, including, for instance, through additional small-group teaching and enrichment experiences. The use of external support is carefully managed, ensuring that pupils have access to what they need without

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Expected standard

disrupting their learning in the wider curriculum. These approaches help pupils to feel valued and included and engage fully with their learning, showing the positive impact of leaders’ inclusive practices.

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Personal development and wellbeing Strong standard

Leaders provide a rich personal development programme that helps pupils to build confidence, resilience and an understanding of ethical issues. This means that pupils are considerate of others and the wider community.

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Personal development and wellbeing Strong standard

The programme equips pupils with the knowledge, skills and attitudes to engage successfully in school life. Pupils develop strong social skills, including cooperation, empathy and conflict resolution. They participate actively and respectfully in diverse communities, both within and beyond the school. For example, pupils in key stage 2 lead charitable initiatives and take part in local community projects, helping them to develop responsibility and civic awareness.

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Personal development and wellbeing Strong standard

Pupils reflect thoughtfully on moral questions, respect others’ values and engage in discussions about fairness and rights. They experience cultural diversity through curriculum links, visits and arts opportunities. Pupils demonstrate a mature understanding of fundamental British values, including democracy, the rule of law and mutual respect. Pupils with special educational needs and/or disabilities (SEND) and those who are disadvantaged are very well supported to access these experiences fully and build their knowledge effectively.

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Personal development and wellbeing Strong standard

The relationships and sex education and health education curriculum is carefully planned and taught. It promotes pupils’ knowledge and understanding very well, including of online and offline safety and healthy lifestyle choices. Pupils understand the importance of mental and physical wellbeing and how to access pastoral support when needed. Leaders ensure that disadvantaged pupils and those with SEND benefit from high-quality opportunities to develop character, independence and resilience alongside their peers.

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Personal development and wellbeing Strong standard

The programme prepares pupils for life beyond school, both in terms of their future education and participation in society as confident and responsible citizens. Leaders regularly review and adapt provision to ensure that the personal development programme is planned carefully, delivered consistently and has a highly positive impact on pupils' broader development. Pupils feel confident, valued and ready to contribute positively to their communities.

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Achievement Expected standard

Across the school, pupils are generally developing the skills and knowledge needed to prepare for their next stage of education. Over time, pupils' attainment in reading and mathematics has been close to average in the Year 6 national tests. However, pupils' attainment in writing has not been as well supported. Leaders have acted to address this, implementing effective plans to develop how well pupils build and apply writing skills. For example, phonics teaching ensures that, right from the start of early years, pupils generally develop the important knowledge they need to read and spell accurately and apply early literacy skills. Older pupils receive targeted teaching and practice to specifically develop their writing. Typically, pupils now make steady progress in their writing development. Nevertheless, over time, some pupils have not had the support that they need to master and apply detailed knowledge, particularly in writing.

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Achievement Expected standard

Pupils with special educational needs and/or disabilities and those who are disadvantaged receive additional support to access the curriculum, enabling them to make progress securely from their starting points across subjects. By the end of Year 6, the proportion of disadvantaged pupils who attain the expected standard in reading, writing and mathematics is close to average.

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Curriculum and teaching Expected standard

The curriculum is broad and ambitious. It balances ensuring that pupils build core knowledge in a subject with creative and practical experiences that inspire pupils. Leaders are clear about the sequence of learning across subjects and year groups, ensuring that pupils build strong foundations in reading and mathematics before moving on to more complex concepts. Leaders regularly review the curriculum to ensure that teaching aligns with its intent and meets pupils’ needs. Leaders identify where pupils have developed some gaps in learning, especially in their foundational skills in writing. On the whole, the school takes actions to address these gaps through careful planning and targeted teaching. The impact of these decisions is beginning to be seen in the quality of pupils’ writing. However, improvements to the writing curriculum and how it is taught are not consistently embedded.

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Curriculum and teaching Expected standard

Teachers typically adapt the curriculum effectively to meet pupils’ starting points and consolidate essential curriculum knowledge. Subject leaders are knowledgeable and provide guidance to ensure that teachers have the expertise to deliver the curriculum effectively. In mathematics, for example, teachers model problem-solving strategies, while in science, pupils develop practical skills through carefully planned experiments. In English, teaching focuses on extending pupils’ vocabulary and understanding of texts. Opportunities are provided across the curriculum for pupils to practise spoken and written communication.

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Curriculum and teaching Expected standard

Leaders make purposeful adjustments for pupils with special educational needs and/or disabilities and those who are disadvantaged, enabling them to access the curriculum alongside their peers. In the early years, staff prioritise language and communication development, and phonics teaching is well structured to support reading readiness and development.

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Early years Expected standard

Overall, children in the early years benefit from a carefully structured curriculum that prioritises communication, language and early literacy. Staff interact thoughtfully with children, modelling language and extending vocabulary during activities. Phonics is taught systematically from the start of Reception Year, helping children to develop the skills needed to read and write effectively. The curriculum is planned so that children build on what they already know, gradually securing new knowledge and skills across the early years foundation stage. Children practise and consolidate learning through practical and engaging experiences, from collaborative storytelling to mathematical play. Staff make careful adaptations for children with special educational needs and/or disabilities, those who are disadvantaged and those known to children’s social care, ensuring all children access learning successfully and make

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Early years Expected standard

progress from their starting points. Typically, children are well supported in developing readiness for Year 1 across all areas of learning. Nevertheless, some aspects of teaching are not as effective as others in securing children's knowledge and confidence in early literacy and communication skills.

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Early years Expected standard

When the time comes for children to move to Year 1, staff manage this carefully, with support in place to help children settle. Children learn social skills and grow in independence. Partnerships with parents and carers are well developed, enabling parents to know how to reinforce learning at home. Leaders review the early years provision carefully and support staff with ongoing professional learning to strengthen the curriculum.

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Leadership and governance Expected standard

Leaders have a clear understanding of the school’s strengths and areas for improvement. They have set priorities that are carefully aligned with pupils' needs. Staff have access to a coherent professional learning programme, including targeted support for early career teachers and trainees. This plays a significant role in leaders' typically effective work to develop and strengthen teaching practice across the school. Leaders also make thoughtful decisions about how best to manage workload and support staff wellbeing, helping to maintain a positive and collaborative culture.

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Leadership and governance Expected standard

Using appropriate support and challenge, those responsible for governance hold leaders to account and ensure that resources are used in the best interests of all pupils. Leadership at all levels works effectively to improve outcomes and experiences for pupils who are disadvantaged, those with special educational needs and/or disabilities or those who face other barriers to learning and wellbeing.

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Leadership and governance Expected standard

Leaders have established systems to check the quality of teaching, learning and curriculum implementation. These systems typically help to ensure they prioritise the right improvement work at the right time. For example, leaders' current focus is to improve their checks of pupils' writing across the school to ensure that gaps in pupils’ knowledge are identified early and addressed effectively.

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Leadership and governance Expected standard

The leadership team and those responsible for governance have created a school environment where staff are supported and pupils benefit from well-considered, evidence- informed decisions. Leaders’ positive engagement with parents and carers, and external agencies, strengthens support for pupils and contributes to a culture where they feel valued and included.

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

Pupils feel safe and included. They are well cared for, with staff responding quickly when concerns arise. Relationships between pupils and staff are positive and respectful. Pupils consistently demonstrate kindness and consideration towards one another. Behaviour is calm and orderly, enabling learning to take place without disruption. Pupils say that incidents of bullying are rare and, when they occur, are addressed swiftly and effectively. Pupils who speak English as an additional language receive effective support, enabling them to access the planned learning fully and make progress through the curriculum alongside their peers.

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

Pupils enjoy their learning and are proud of what they achieve. In classrooms, they engage with a wide range of activities, including practical and creative experiences, that build curiosity and confidence. For example, pupils in key stage 2 demonstrate resilience and problem-solving skills when exploring multiplication challenges, while younger pupils in Reception enjoy collaborative storytelling and phonics games that help to develop their language skills. Pupils with special educational needs and/or disabilities are included in all aspects of school life and benefit from carefully tailored support to access the curriculum alongside their peers. Overall, pupils achieve well. The school makes sure that they develop secure foundations in communication, reading and mathematics to help them learn in other subjects well. Building pupils' confidence and fluency in writing remains an ongoing priority for leaders and staff.

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

Attendance is high. Pupils enjoy coming to school each day. Across all year groups, they show positive attitudes to learning. Leaders ensure that pupils are prepared for life beyond school, with opportunities to develop social skills and independence and to understand their responsibilities as members of the community. Activities such as school council projects, community volunteering and inter-school sports competitions help pupils to develop confidence and a sense of belonging.

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Next steps

• Leaders should strengthen pupils’ achievement by ensuring that teaching consistently secures and deepens pupils' knowledge, particularly in writing, and that any emerging gaps are identified promptly and addressed effectively. • Leaders should further strengthen children’s readiness for Year 1 by ensuring that teaching approaches to promote early language and literacy are adjusted as needed so all children practise and secure intended learning.

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About this inspection

This school is part of the Excellence in Education Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the executive headteacher, Simrita Singh, and overseen by a board of trustees, chaired by Jo Jhally.

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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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Team inspectors:

David Lloyd, Ofsted Inspector Edison David, Ofsted 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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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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School capacity

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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School capacity

Inspectors spoke with the headteacher and other members of the leadership team, as well as the executive headteacher and members of the trust board. They also spoke with members of staff, parents and carers and pupils.

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School capacity

The inspectors confirmed the following information about the school:

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School capacity

The school does not currently use any alternative provision.

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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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Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics measure.

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average

2022/23 (final) 65% 60% Close to average

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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national average

2023/24 (final) 80% 74% Close to average

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Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

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average

2022/23 (final) 70% 71% Close to average

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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average

2023/24 (final) 69% 73% Close to average

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

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average

2024/25 (revised) 36% 47% Close to average

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average

2023/24 (final) 48% 46% Close to average

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

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average

2024/25 (revised) 61% 63% Close to average

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

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average

2023/24 (final) 62% 58% Close to average

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics.

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average

2024/25 (revised) 64% 61% Close to average

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

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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

2023/24 (3 term) 5.3% 5.5% Close to average

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national average

2022/23 (3 term) 5.9% 5.9% 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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national average

2023/24 (3 term) 12.5% 14.6% Close to average

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national average

2022/23 (3 term) 17.3% 16.2% Close to average

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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

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Urgent improvement

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Urgent improvement

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Urgent improvement

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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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