The Light Christian School

The Light Christian School

Address: Suite 1, Queensgate Centre, Orsett Road, Grays, RM17 5DF Unique reference number (URN): 151319

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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. Insufficient evidence: Inspectors were unable to gather sufficient evidence to judge whether safeguarding standards are met.

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Attendance and behaviour Strong standard

Attendance is consistently high at this school. Most pupils attend school every day. Many have never had any time off. Leaders have worked closely with families to encourage those pupils who have been used to home schooling to make a successful transition into a school setting. Parents and carers understand the school's high expectations for their children. This contributes to a highly positive culture of regular attendance.

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Attendance and behaviour Strong standard

Pupils at this school behave impeccably well, including the very youngest. Older pupils act as excellent role models. Staff are quick to point out what is expected of pupils. They give firm guidance kindly where it is needed. Pupils follow routines very well, including when walking to and playing at the public park used for outdoor activities. They listen well in assembly to adults and to each other. Pupils take their turn to ask questions politely. In lessons, pupils work diligently and stay on task. They are right not to be worried about bullying because leaders keep a close eye on any unfriendly behaviours. These are rare, and dealt with swiftly. Pupils demonstrate self-control and discipline, guided by their respect for the school's strong moral values.

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Achievement Needs attention

Most pupils who join this school are working at least at the level expected for their age. Some are already capable readers, writers and mathematicians when they start at the school. They make progress from their starting points. However, due to weaknesses in curriculum design and inexpertly designed learning activities, pupils do not achieve as well as they could overall. For example, in many subjects pupils have not learned well enough the depth or detail of knowledge that they need in order to be ready for future learning.

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Achievement Needs attention

There are some pupils who are further behind when they begin at the school. This includes pupils who leaders have identified as needing additional support. The support for these pupils is not precise enough to help them to catch up. Gaps in their knowledge, including their skills in reading, writing and number, are not being filled quickly enough yet to make a positive difference to how well they achieve.

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Inclusion Needs attention

The school does not currently have any pupils with recognised special educational needs and/or disabilities (SEND). However, leaders have started work to identify pupils who may have SEND or other barriers to learning. This includes the small number of pupils who have previously been educated at home. The school proactively seeks information from parents and carers, or any previous schools that pupils have attended, to gain a full picture of pupils' starting points. Staff have begun to set out support plans for pupils that may need extra help with their learning. These are at the early stages of being developed. The targets on these

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Urgent improvement

plans are too broad and lack detail about the kind of support that is required. The school has not sought advice from other agencies to support clearer identification of these pupils' needs. However, there are signs of early positive impact of leaders' actions for some of these pupils, including improvements in their emotional regulation and attendance.

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Urgent improvement

Leaders have provided staff with training on how to identify and support pupils with SEND. However, staff still lack confidence in knowing how to adapt their teaching for these pupils effectively.

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Personal development and wellbeing Needs attention

The school's relationship and sex education (RSE) curriculum is not taught as effectively as leaders intend. Although the curriculum contains all that is required by law, until very recently leaders had not thought enough about how to fill in gaps in pupils' prior knowledge of RSE. This was particularly the case in mixed-age classes, hindering how well pupils are prepared for their later lives. Leaders are in the process of making changes to how RSE is taught so that pupils' missing knowledge can be addressed.

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Personal development and wellbeing Needs attention

The school weaves aspects of personal development through other work of the school, such as in daily worship and through visiting speakers. Staff ensure that pupils relate their religious education to how to be better citizens in a diverse modern world. Pupils develop empathy and compassion through these daily reflections. The school encourages pupils to show love and acceptance to everyone. Pupils enjoy being invited to consider the health and wellbeing of others. Staff teach pupils about other religions and cultures so that they remain open to understanding those with different beliefs from their own.

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Personal development and wellbeing Needs attention

Pupils benefit from the range of wider opportunities that the school offers, including trips to museums and the theatre. As this is a relatively new school, the programme of trips and visits is still developing. Leaders are determined to ensure that pupils broaden their horizons by engaging with cultural and artistic experiences.

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Personal development and wellbeing Needs attention

Pupils appreciate the clubs that are on offer. These are popular and well attended. Most pupils enhance their learning and develop new interests in art, music and sport. For example, pupils of all ages enjoy singing together. They also value the leadership positions they can hold. In this way, pupils can influence what happens in their school and learn about responsibility.

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Curriculum and teaching Urgent improvement

The school's curriculum is not suitably designed or adapted for the mixed-age classes that pupils are taught in. The order in which knowledge is to be taught is not clear. Leaders do not make sure that pupils know what they need to be able to make sense of what comes next. Pupils in each class are taught the same things regardless of their age or stage of learning. Staff do not adapt their teaching to meet pupils' needs in helpful ways. Some pupils are set work that is too easy for them. Others are given tasks which skip over essential building blocks of learning too quickly. This means that many pupils do not securely learn all that they should. Although leaders have begun to develop staff's expertise, this work has not had time to have a positive impact on pupils' learning.

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Curriculum and teaching Urgent improvement

The school prioritises the foundations of reading, writing and mathematics. Leaders and staff actively promote a love of reading. Pupils read often. Leaders check how well pupils are mastering these key skills. However, these checks do not inform the next steps in teaching. Staff follow the agreed phonics programme. However, this is not taught systematically enough to be sure pupils fully grasp the sounds they need to know. The books that pupils read are not always suitably matched to their reading knowledge.

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Early years Urgent improvement

The early years curriculum lacks clarity as to when children will learn which key knowledge and in which order. Leaders have not taken into account how the curriculum builds knowledge from Nursery to the end of Reception. This includes for early reading, writing and number, as well as the other areas of learning that all children in the early years need to experience. Learning activities are not well matched to children's individual needs or their prior learning. They do not successfully reinforce the knowledge and vocabulary that children should gain. Staff are caring and engage frequently with children. However, these interactions often lack purpose because staff are not clear about what to teach and in what order. They do not check how securely children have grasped new ideas. This means that opportunities to develop children's learning and language are often missed. Gaps in their knowledge, including their knowledge of phonics, go unaddressed. This limits how well

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Early years Urgent improvement

children in the early years achieve and means they are not as ready for Year 1 as they should be.

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Early years Urgent improvement

Children's well-being and care needs are met. They are appropriately supervised. Children show high levels of sustained concentration for their age. They know how to take turns and share. They enjoy singing and joining in with stories.

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Leadership and governance Urgent improvement

Neither the proprietors nor the governing body have had sufficient oversight of the school to make sure that all the independent school standards have been met. This has a negative impact on the academic development of pupils due to weaknesses in curriculum and teaching. The proprietors do not have an accurate picture of the quality of the school's provision. Processes to check this quality, and to hold leaders to account for any deficiencies, lack rigour.

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Leadership and governance Urgent improvement

Nonetheless, leaders are ambitious for all of their pupils. They have established a culture of high expectations, particularly in terms of pupils' conduct. Leaders are driven by a strong moral purpose. However, most leaders are new to their roles. As a result, many aspects of the school's provision, including its curriculum, are still developing.

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Leadership and governance Urgent improvement

The proprietors fulfil their responsibilities under the Equality Act 2010.

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Leadership and governance Urgent improvement

Leaders have ensured that staff share the same vision for their school. Staff appreciate how well leaders care about their wellbeing and workload, and the training that they are provided to develop their expertise. Parents and carers are full of praise for the school.

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

This school does not provide its pupils with an effective curriculum. Despite leaders' aspirations for a high-quality education, they have do not have a firm enough grasp of how to shape the curriculum for the age and stage of the pupils who attend, including children in the early years. Staff are unclear what should be taught and when in the mixed-age classes. This means pupils do not secure essential knowledge in a logical order. Pupils often complete work that is neither well matched to their age nor adapted to meet their needs. As a result, key building blocks of learning are either missed or not fully understood.

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

Pupils enjoy coming to this school. Their rates of attendance are high. Pupils rise fully to the high standards of behaviour expected of them. They are studious and develop a love of reading. Their conduct is exemplary, both in school and when using the public park for their outdoor activities. Pupils relish receiving their reading book rewards and the opportunity to read and pray together every day. Bullying is very rare, and pupils trust adults with any worries.

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

Pupils benefit from how well the school promotes its values of 'faith, love and excellence'. This provides a shared bond, which is palpable in the way that pupils and staff interact with each other respectfully. Staff teach pupils how to show kindness through linking their Bible studies with how to apply this trait in modern, diverse Britain. The school successfully fosters a sense of community, so that pupils know that they are cared for and safe.

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

Pupils also benefit from wider opportunities, such as a recent visit to the British Museum. They enjoy participating in a range of after-school clubs, including learning French.

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Next steps

The proprietor and governors must improve their oversight of the school to ensure that the independent school standards are consistently met. Leaders should ensure that the curriculum is designed to suit the needs, abilities and ages of all pupils. This is so that the essential knowledge for each age and stage builds logically over time, including in the early years. Leaders should ensure that staff have the necessary expertise to teach the curriculum effectively. This includes by making adaptations to learning which match pupils' needs and abilities. Leaders and governors should ensure that staff are using checks on pupils' learning to inform next steps in teaching. This is so that pupils' prior knowledge is secure before moving on to new learning. Leaders should ensure that the personal, health, social and economic curriculum and the relationship and sex education curriculum are well matched to the needs of all pupils, and

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Next steps

delivered effectively so that any gaps in this important knowledge are filled.

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About this inspection

Inspectors carried out this standard inspection under section 109(1) and (2) of the Education and Skills Act 2008, and checked the school's compliance with the independent school standards. These are the requirements set out in the schedule to the Education (Independent School Standards) Regulations 2014.

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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

The names of the co-proprietors of this school are Mr Afolabi Joseph and Mr Olaniyi Olujobi. One of the co-proprietors is the principal of the school and the other is the chair of the proprietor body. The school also has a governing body.

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About this inspection

The school's email address is info@thelight-school.org

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About this inspection

The fees currently charged for each pupil are £7,188 per annum.

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About this inspection

The school provides day education for pupils aged 3 to 11.

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About this inspection

The school has a Christian religious ethos.

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About this inspection

The school does not use any alternative provision.

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About this inspection

This is the first standard inspection for this school. The school was registered by the Department for Education on 10 February 2025. The school has admitted pupils since September 2025.

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About this inspection

This inspection also considered the school's proposed change to the age range of its pupils.

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About this inspection

The school has applied to the Department for Education (DfE) to make a material change to its registration. At the DfE’s request, inspectors checked whether the school is likely to meet the relevant independent school standards if the DfE decides to approve the change. This part of the inspection was carried out under section 162(4) of the Education Act 2002.

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About this inspection

The outcome of this part of the inspection is: the school is unlikely to meet the relevant independent school standards if the material change relating to the school provision is implemented.

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About this inspection

The school requested increasing the age range of its pupils to age 13 and having a mixed year 7 and year 8 class. The school does have the required classroom and indoor space to accommodate these pupils. It has identified the need to recruit a specialist teacher. There are appropriate risk assessments in place. There is adequate outdoor playing space for these extra pupils. The outdoor space is not suitable for physical education lessons. The

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Independent school standards

Independent school standards are either met or not met for each category. school intends to use a local leisure centre for this that pupils will access via a minibus. At the time of the inspection, these arrangements were still to be confirmed. The curriculum plans are designed for single-age classes in key stage 3. The school has not considered how these plans would be adapted if the key stage 3 class should be mixed age, which is likely to be the case. The proprietors do not currently the independent school standards are consistently met.

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Independent school standards

The school is unlikely to meet the following independent school standards if this material change is approved:

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Independent school standards

Part 1, paragraph 2(1)(a), 2(1)(b)(i), paragraph 3(a), 3(d), 3(e) Part 8, paragraph 34(1)(a) and 34(1)(b)

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Independent school standards

1. Quality of education provided Standards not met

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Independent school standards

The following standards have not been met:

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Independent school standards

The standard in this paragraph is met if–

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Independent school standards

(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

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Independent school standards

(b) the written policy, plans and schemes of work– (i) take into account the ages, aptitudes and needs of all pupils, including those pupils with an EHC plan; and

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Independent school standards

For the purposes of paragraph (2)(1)(a), the matters are–

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Independent school standards

(f) where the school has pupils below compulsory school age, a programme of activities which is appropriate to their educational needs in relation to personal, social, emotional and physical development and communication and language skills;

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Independent school standards

The standard in this paragraph is met if the proprietor– (a) ensures that every registered pupil who is provided with primary education at the school is provided with relationships education,

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Independent school standards

The standard in this paragraph is met if the proprietor ensures that the teaching at the school–

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Independent school standards

(a) enables pupils to acquire new knowledge and make good progress according to their ability so that they increase their understanding and develop their skills in the subjects taught; (c) involves well planned lessons and effective teaching methods, activities and management of class time; (d) shows a good understanding of the aptitudes, needs and prior attainments of the pupils, and ensures that these are taken into account in the planning of lessons; (e) demonstrates good knowledge and understanding of the subject matter being taught; (f) utilises effectively classroom resources of a good quality, quantity and range;

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Independent school standards

2. Spiritual, moral, social and cultural development of pupils Standards met

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Independent school standards

3. Welfare, health and safety of pupils Standards met

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Independent school standards

4. Suitability of staff, supply staff, and proprietors Standards met

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Independent school standards

5. Premises of and accommodation at schools Standards met

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Independent school standards

6. Provision of information Standards met

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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School capacity

7. Manner in which complaints are handled Standards met

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School capacity

8. Quality of leadership in and management of schools Standards not met

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School capacity

The following standards have not been met: Paragraph 34(1)

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School capacity

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–

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School capacity

(a) demonstrate good skills and knowledge appropriate to their role so that the independent school standards are met consistently; (b) fulfil their responsibilities effectively so that the independent school standards are met consistently; and

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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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Insufficient evidence

Inspectors were unable to gather reliable enough evidence to grade an evaluation area. This is rare and normally only happens if there are no pupils on roll at the school.

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Insufficient evidence

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Insufficient evidence

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Insufficient evidence

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Insufficient evidence

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

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