Oriel Academy West London

Oriel Academy West London

Address: Hounslow Road, Hanworth, Feltham, Middlesex, TW13 6QQ Unique reference number (URN): 140158

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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 Expected standard

The education pupils receive prepares them well for their future learning. By the time they leave the school, most pupils gain secure knowledge and skills across a broad range of subjects. They leave the school confident and ready to begin their secondary education.

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Achievement Expected standard

The recent changes to teaching are helping pupils to embed effectively the foundations of reading, writing and mathematics that they need for their learning across the curriculum. If pupils struggle, the support they receive enables them to catch up with their peers. As a result, from their starting points, pupils typically make effective strides in their learning. This is reflected in pupils' positive achievement in nationally assessed subjects at the end of Year 6. However, occasionally, teachers do not notice or address underlying gaps in pupils’ knowledge quickly enough. Consequently, pupils do not overcome these gaps as quickly as they could.

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Attendance and behaviour Expected standard

Leaders have a firm focus on improving attendance across the school. Leaders closely track the attendance of pupils overall and notice quickly if specific groups or individual absences cause concern. The school works together with pupils and their families to understand the reasons for absence. Leaders collaborate with families and external professionals to make sure attendance improves. They ensure reasonable adjustments to support pupils with additional needs or vulnerabilities to attend school regularly and on time. The school’s effective action means that attendance is improving and absence is decreasing, bringing them in line with national expectations.

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Attendance and behaviour Expected standard

Leaders’ high expectations regarding pupils’ conduct are well understood. During lessons, learning takes place without interruption. This is because pupils are attentive and focused on their learning. The school regularly teaches pupils the importance of treating others with kindness, fairness and respect. Pupils know how they should treat others when they are online and when they are engaging with people face-to-face. In the rare instances of bullying, harassment or other inappropriate conduct, leaders take swift, effective action. Their careful oversight of behaviour means that repeat incidents are rare.

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Curriculum and teaching Expected standard

The well-sequenced curriculum sets out the important knowledge the school wants pupils to know and remember from the early years onwards. Leaders' recent enhancements to the curriculum mean that content across different subjects links well. There is a clear and deliberate focus on supporting pupils to revisit, recall and recap previous learning. This helps pupils remember important information in the long term and to connect ideas securely.

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Curriculum and teaching Expected standard

Leaders rightly focus on supporting pupils to secure their learning of the foundations of reading, writing and mathematics. They have made clear changes to the way teachers support pupils to embed this fundamental knowledge. Leaders work effectively with teachers to implement changes to curriculum delivery. Typically, subject content is presented effectively to support pupils to learn well and to embed the essential foundations of knowledge. This includes pupils with special educational needs and/or disabilities and those who face other potential disadvantage. Typically, this supports pupils to learn the curriculum well. However, occasionally, the activities and resources are not carefully matched to the intended learning. When this is the case, pupils’ opportunities to learn the required information are limited.

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Early years Expected standard

The warm and nurturing relationships that teaching staff foster with children help them settle into school well. Through stories and demonstrations, staff show children how to share and consider others’ feelings. Consequently, children quickly learn the school’s expectations and how to resolve disagreements.

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Early years Expected standard

From the start of the early years, staff identify children with special educational needs and/or disabilities and those with other possible barriers to learning. They provide additional support that helps these children overcome these barriers and catch up with their peers. Generally, pupils achieve well by the time they leave the early years.

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Early years Expected standard

Leaders have devised an effective early years curriculum that prepares children well for Year 1 and beyond. The foundations of reading, writing and mathematics that children need for their future learning are effectively sequenced. For example, the songs and rhymes children learn help them to count and understand how to add and subtract. Typically, staff use interactions with children to help them learn and remember essential information. For example, teaching staff repeat and model important vocabulary when children are engaged in less-structured activities. However, occasionally, interactions are not used effectively to help children embed key information.

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Inclusion Expected standard

Typically, staff provide effective support for pupils with potential barriers to their learning and/or wellbeing. Leaders utilise the knowledge of external professionals and evidence- based research to enhance staff expertise. For example, staff work in close collaboration with external experts to learn the most effective ways to support pupils with special educational needs and/or disabilities (SEND). The valuable training and support leaders provide help staff quickly identify pupils who may need additional help. This includes pupils with SEND and other potential barriers to learning. Leaders carefully track how well the support pupils receive helps them to learn. Where necessary, staff make swift and appropriate adjustments to the teaching and resources pupils receive. This includes additional, focused teaching if necessary. Consequently, most pupils receive the support they need to learn the curriculum alongside their peers.

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Inclusion Expected standard

Pupils who encounter disadvantage or face other vulnerabilities receive well-considered support. The school makes effective use of additional funding to provide pupils and their families with well-targeted assistance if needed. As a result, leaders minimise potential obstacles to enable pupils to benefit from everything the school offers.

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Leadership and governance Expected standard

Leaders have an informed understanding of the school’s strengths and areas for development. They ensure that the school’s approaches are informed by pertinent educational research about the best ways to help pupils learn. As a result, leaders set realistic, appropriate priorities and make effective refinements to staff training.

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Leadership and governance Expected standard

The multi-academy trust meets its statutory responsibilities effectively. For example, trust leaders have close strategic oversight of the school’s arrangements to safeguard pupils’ welfare. They provide effective support and challenge for school leaders. Appropriately, the trust checks that leaders focus on the right areas and that the actions they take have the desired impact. The collaborative work of school and trust leaders means that the school is making effective, rapid advancements. This includes positive development in the school’s approach to inclusion and in improving attendance. This progress is recognised by parents and carers, who are typically supportive and appreciate that decisions are made in pupils’ best interests.

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Leadership and governance Expected standard

Leaders consult regularly with staff about matters affecting their workload. Together, they forge productive, professional working relationships. These close connections ensure that leaders are alert to issues that affect staff wellbeing. This enables leaders to put appropriate support in place.

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Personal development and wellbeing Expected standard

The approach to supporting pupils’ personal development is comprehensive. The personal, social, health and economic education includes a curriculum that helps pupils to keep themselves safe. For example, in an age-appropriate way, pupils are taught to recognise respectful and safe relationships. Pupils know what to do if they encounter something concerning while online. Pupils are taught about online and offline risks to their wellbeing effectively. The school curriculum includes teaching that covers a broad range of religions and cultural traditions from different communities. Pupils learn to respect people from diverse cultures and treat each other equitably. The school uses many avenues to teach pupils what it means to belong and adhere to the fundamental values in Britain that underpin society. This includes through assemblies and structured opportunities to engage in debates.

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Personal development and wellbeing Expected standard

Leaders identify pupils who may need additional help to support their wellbeing. Specially trained school staff and external professionals provide effective, tailored support for pupils who need it. Leaders regularly check that the support is helping pupils overcome potential barriers.

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Personal development and wellbeing Expected standard

The clubs and activities offered broaden pupils’ horizons effectively and develop their character. For example, the annual careers week exposes pupils to a range of industries and professionals to inspire their ambitions. School leadership roles teach pupils leadership skills, responsibility and public speaking. Educational and residential visits successfully support pupils’ subject knowledge. They are used to develop traits such as resilience and independence. Leaders carefully track pupils’ participation in the activities offered. They take appropriate action to promote everything on offer and help pupils to access these wider opportunities. Leaders' efforts to reduce perceived barriers mean that, mostly, pupils benefit from equal access to these activities and experiences.

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

Pupils thoroughly enjoy school and arrive happy and ready to learn. They are greeted with a smile and genuine enthusiasm from school staff. Pupils have positive relationships with each other and with staff. They take pride in supporting each other. For example, Year 6 'play leaders' enjoy helping younger children to use the games and equipment safely at breaktimes. Pupils behave responsibly and conscientiously both in lessons and during less- structured times. This is because, from the early years onwards, pupils learn the school’s rules and expectations. On the rare occasions when bullying occurs, leaders address it quickly and effectively. This helps pupils to feel safe.

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

The school enriches pupils’ learning with a wide range of extra-curricular clubs and educational visits. Leaders support pupils to have equal access to the wider opportunities on offer. Leaders want all pupils to feel welcome and included and to thrive in school. The broad curriculum and wider opportunities prepare pupils well for later life. The curriculum is well organised, and ideas are well connected. If pupils struggle or encounter barriers to their learning and/or wellbeing, the school provides targeted support to help them catch up and keep up.

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

By the time pupils leave the school, they are well prepared for secondary school. Their achievement in Year 6 published outcomes is in keeping with national expectations. Leaders are making appropriate changes to the curriculum. The adjustments rightly focus on helping pupils secure the foundations of reading, writing and mathematics. Nevertheless, there are occasions where these changes do not fully support all pupils to deepen their understanding as intended. Leaders recognise this and are continuing to refine their work, with decisions informed by pupils’ best interests.

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Next steps

Leaders should ensure that underlying gaps in pupils’ knowledge are identified and addressed swiftly so that pupils secure and build on their learning effectively. Leaders should make sure that pupils' activities and interactions with children in the early years effectively support pupils to learn and remember important knowledge.

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About this inspection

This school is part of Aspirations Academies Trust, which means other people in the trust also have responsibility for running the school. The trust is run by a chief executive officer, Stephen Kenning, and overseen by a board of trustees, chaired by James Pomeroy.

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Team inspectors:

Dave Collins, Ofsted Inspector Paul Lufkin, 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?

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

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What does this mean?

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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What does this mean?

Inspectors spoke with leaders of the academy trust, the school principal and other senior leaders during the inspection.

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What does this mean?

The inspectors confirmed the following information about the school:

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What does this mean?

The school currently uses no alternative provision.

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What does this mean?

Since the previous inspection, the school has undergone a significant change. The principal took up the post in September 2025. Some other school leaders also took up their appointments after the previous inspection.

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What does this mean?

At the time of the inspection, there were 333 pupils on roll.

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What does this mean?

Principal: Deborah Carter 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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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) 67% 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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average

2024/25 (revised) 75% 75% Close to average

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average

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

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average

2022/23 (final) 77% 73% 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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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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average

2022/23 (final) 80% 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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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) 68% 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

2022/23 (final) 69% 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) 73% 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

2024/25 (2 term) 5.8% 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. 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 .

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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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