John Betts Primary School

John Betts Primary School

Address: Paddenswick Road, London, W6 0UA Unique reference number (URN): 100346

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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 Strong standard

Pupils are very well prepared for future learning. They develop secure knowledge and skills across the range of curriculum subjects. As they move through the school, pupils use appropriate subject-specific vocabulary confidently and with increasing sophistication. Pupils with special educational needs and/or disabilities and those with other potential barriers to learning learn the curriculum just as well as their peers. They continue to develop their knowledge and skills over time.

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Achievement Strong standard

Pupils’ knowledge of the foundations of reading, writing and mathematics is well embedded. This is because the focused support pupils receive reduces gaps in knowledge and corrects misconceptions swiftly. The school’s published achievement information shows that pupils’ outcomes are consistently positive across most areas. Pupils leave the school ready to begin their secondary school education.

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Attendance and behaviour Strong standard

Regularly, the school shares clear messages about the importance of regular school attendance with parents and carers. Leaders’ rigorous and meticulous monitoring of pupils’ attendance means that any discrepancies are picked up straight away. Leaders closely examine absence patterns and trends. This means that the school identifies concerns before pupils’ absence becomes more frequent. Leaders work constructively with parents and local agencies to find workable solutions to address any potential barriers. As a result, pupils' attendance is well above national averages. Pupils are rarely absent.

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Attendance and behaviour Strong standard

Leaders have created a positive and inclusive environment for learning. Incidents of discrimination, harassment or bullying happen very rarely. Any forms of online or offline abuse are dealt with quickly and efficiently. Leaders and teaching staff work diligently to understand any obstacles pupils may encounter and how this might impact behaviour. Pupils receive effective support and adaptations to help them meet the school’s high expectations of conduct. Consequently, lessons are not interrupted by inappropriate behaviour. Pupils treat each other with great respect and care in lessons and in the playground.

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Curriculum and teaching Strong standard

The well-organised curriculum contains appropriately sequenced subject knowledge and skills. The curriculum connects essential knowledge across different subjects. As a result, vital information is revisited to help pupils remember it long term. The curriculum has a deliberate and thorough focus on teaching the foundations of reading, writing and mathematics. Pupils have well-thought-through opportunities to use and embed these foundations of knowledge across all subjects. If pupils struggle, the school provides additional teaching to help them catch up and keep up with their learning.

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Curriculum and teaching Strong standard

The curriculum is delivered very effectively. The training and regular checks which leaders provide make sure that the curriculum is implemented securely across the school. Teachers regularly check how well pupils understand important subject information. Teachers adjust subsequent teaching to address misconceptions and close underlying gaps in knowledge. Pupils with special educational needs and/or disabilities and those with other potential barriers to learning receive focused support. Teachers adapt teaching and resources to reduce barriers and support pupils to learn alongside their peers.

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Early years Strong standard

The school creates a highly nurturing environment that enables children to settle comfortably into school life. The positive relationships which staff foster support children to develop their confidence and independence to thrive and enjoy all that school provides.

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Early years Strong standard

The highly effective early years provision prepares pupils firmly for learning in Year 1 and beyond. The comprehensive curriculum organises the essential knowledge and skills that children need to succeed in school. The firm focus on supporting children to become confident speakers and communicators underpins interactions between teaching staff and children. Staff use and repeat specific vocabulary, which children then learn and adopt in their everyday speech. The sharply focused, intensive teaching means that underlying gaps in knowledge are spotted and addressed quickly. Children with special educational needs and/or disabilities receive effective adaptations to learning.

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Early years Strong standard

The school instils a love of reading as soon as children join the school. Pupils listen joyfully and join in with stories and rhythms. The systematic, focused approach to phonics teaching means children effectively and quickly learn to recognise letters and the sounds they make. By the time they leave the early years, children have acquired substantial knowledge and skills. They are ready to learn the national curriculum.

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Inclusion Strong standard

Leaders focus closely on reducing barriers and promoting inclusion so that pupils have the support they need to take part fully in school life and learning. Leaders and teachers use detailed information to identify potential obstacles to pupils’ learning and wellbeing at an early stage. This includes pupils with special educational needs and/or disabilities and those who may need additional help at different times. Pupils receive timely, well ‑ targeted support from staff who are trained to meet their needs. Teachers adapt learning to help pupils keep up with their peers and make secure progress. The school systematically checks whether the support that pupils receive is making a positive difference. This includes working closely with external professionals and with parents and carers to adjust support where needed.

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Inclusion Strong standard

The school monitors pupils’ wellbeing carefully. Pupils receive focused pastoral support when they need it. The school uses additional funding carefully to support pupils who may face disadvantage in their everyday lives. As a result, pupils are supported to take part fully and benefit from school life.

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Leadership and governance Strong standard

Leaders and the governing body promote a culture of high ambition across the school. This vision is shared across the school and guides leaders’ and staff’s work. Pupils’ best interests are central to leaders’ decisions and priorities. For example, staff's professional learning draws on relevant educational research to support pupils’ learning. Leaders focus on whether the actions they take are having a positive impact on pupils’ learning and wellbeing.

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Leadership and governance Strong standard

Leaders forge and maintain positive professional relationships with parents, carers and external education professionals. Leaders use the knowledge they gain from this work to decide when adjustments to their actions are needed. Parents value the community ethos that leaders encourage.

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Leadership and governance Strong standard

A culture of respect and professionalism firmly underpins the relationship between leaders and school staff. Staff fully support the school’s vision and high ambition. Staff are well supported to do all they can to help pupils be successful. Leaders consult with staff on matters that may impact their workload. The school places high importance on staff wellbeing.

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Leadership and governance Strong standard

Those responsible for governance fulfil their statutory duties effectively. For example, governance ensures staff are recruited safely and in line with regulations. The governing body provides leaders with appropriate support and insightful challenge.

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Personal development and wellbeing Strong standard

The school has a comprehensive and extensive programme for supporting pupils’ personal development. The well-sequenced personal, social, health and economic curriculum prepares pupils for life in the wider world extremely well. Pupils learn about a range of cultures and religious traditions present in the United Kingdom. From an early age, they are taught to treat everyone with respect and fairness. The school uses a range of ways to teach pupils about the laws and expectations of living in Britain. This includes assemblies and visiting speakers such as representatives of the police. Pupils gain a clear understanding of online risks and how to stay safe. The information pupils receive about healthy relationships is age-appropriate and relevant.

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Personal development and wellbeing Strong standard

The school has a systematic and rigorous approach to supporting pupils’ character development. The range of leadership opportunities on offer is intended to help pupils develop perseverance, responsibility and confidence. For example, pupil prefect roles provide pupils with opportunities to develop their public speaking, organisational and leadership skills.

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Personal development and wellbeing Strong standard

Leaders track the personal development offer and opportunities each pupil receives. The school uses its deep knowledge of pupils’ individual barriers to make sure that pupils access what will help them the most. For example, pupils receive bespoke pastoral support if they need it to help with their wellbeing. The school actively promotes equality of opportunity for its pupils. For example, the school goes to great lengths to ensure that pupils can attend the wide-ranging educational visits and enrichment opportunities on offer. This includes pupils with special educational needs and/or disabilities and those who may face other disadvantage in their everyday lives.

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

The school goes to great lengths to make sure everyone feels like they belong here. Whenever pupils join the school, they are welcomed by enthusiastic and supportive staff. Leaders, staff and pupils do all they can to make sure everyone feels included and valued. Pupils appreciate each other’s similarities and value their differences as opportunities to learn. Pupils treat each other with genuine respect and courtesy. Parents and carers greatly appreciate the community ethos and supportive school environment.

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

Through the wider opportunities beyond the curriculum, the school teaches pupils to be responsible citizens and develop self-confidence. Pupils confidently share their ideas about how to improve the school and wider community. For example, recently, pupil leaders suggested and helped organise an ideas-sharing inter-school event for pupil leaders across other local schools.

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

Pupils have very positive attitudes to school. They are punctual and very rarely absent. They enjoy school and feel safe. Pupils feel assured that school staff will help them with any worries that may arise. This includes any concerns about bullying. Any incidents of bullying or intimidation are dealt with swiftly and thoroughly.

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

Leaders and school staff take the time to get to know pupils well. This helps them to understand and reduce barriers to learning or wellbeing. Leaders foster a culture of unwavering determination that no pupil should be forgotten. This fuels the school’s meticulous approach to checking how well the school serves each pupil. The school provides highly effective bespoke support, tailored to pupils’ specific needs. The focused adjustments to teaching and personalised pastoral support which pupils receive means pupils are able to learn well and reach their full potential. Pupils are well prepared for the next stage of their education. This is reflected in pupils’ achievement in nationally assessed subjects.

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Next steps

Leaders and those responsible for governance should continue their highly effective work to achieve and sustain exceptional standards across all aspects of the school.

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About this inspection

The co-chairs of the board of governors in this school are Tom Shepherd and Aiden Coburn.

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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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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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Team inspectors:

Annabel Davies, His Majesty's Inspector Eleanor Ross, His Majesty's Inspector Deborah Walters, His Majesty's Inspector

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Facts and figures used on inspection

This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place.

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Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 28 April 2026

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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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210

Inspectors spoke with a representative of the local authority, representatives of the governing body, the headteacher and other senior leaders during the inspection.

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210

The inspectors confirmed the following information about the school:

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210

The school currently uses no alternative provision.

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210

The current co-chairs of the governing body took up their post in 2025.

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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 6 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 needs support 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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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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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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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

2022/23 (final) 33% 44% 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

2022/23 (final) 50% 60% 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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Disadvantaged pupils reaching the expected standard in mathematics

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

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average

2022/23 (final) 67% 59% 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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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.

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Urgent improvement

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

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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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