Aldborough Primary School

Aldborough Primary School

Address: 231 Aldborough Road South, Seven Kings, Ilford, Essex, IG3 8HZ Unique reference number (URN): 136934

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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

Leaders make sure that all pupils gain a thorough understanding of the knowledge and skills that are set out in the school's ambitious curriculum. This is particularly well demonstrated by the significantly above-average outcomes that pupils achieve in the end of key stage 2 assessments in reading, writing and mathematics. This is true for all groups of pupils, including those who are disadvantaged. Pupils who are disadvantaged attain better here in national assessments than their non-disadvantaged peers nationally. Pupils with special educational needs and/or disabilities also achieve highly due to the effective teaching and support that staff provide.

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Achievement Strong standard

Across subjects, pupils make excellent progress from their starting points, acquiring and using knowledge fluently. Pupils' secure knowledge and learning are underpinned by their deep understanding of important foundational skills in English and mathematics. Pupils are extremely well prepared for the next stage of their education.

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Attendance and behaviour Strong standard

Leaders work with unwavering focus to support all pupils to come into school everyday. This includes working closely with parents and carers to make sure that they understand the importance of their children consistently attending school each day. While overall attendance and persistence absence are broadly similar to national levels, this does not fully reflect the highly positive impact of leaders' work. This is because of the high number of pupils who join and leave at different points during the school year. Leaders provide a range of effective support for new families, ensuring that they understand the school's expectations and know how to overcome any barriers to their children attending each day. Over time, leaders' work leads to notable improvements for these pupils, with persistent absence levels falling throughout their time at the school.

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Attendance and behaviour Strong standard

Behaviour throughout the school is very positive, supporting the learning, happiness and well-being of pupils. Poor behaviour does not disrupt lessons and any kind of bullying, harassment and abuse are never tolerated. Pupils are confident that if they were to occur that leaders would not allow them to take root or persist. Leaders regularly review the effectiveness of the school's behaviour policy and make refinements whenever necessary. They continue in particular to make sure that it supports all pupils, including those with special educational needs and/or disabilities and those who are disadvantaged, to develop the behaviour and attitudes needed to learn well.

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Curriculum and teaching Strong standard

Leaders have thought carefully about how to design a curriculum to best serve pupils' needs. They ensure that the curriculum begins by supporting all pupils to gain a thorough understanding of foundational knowledge in English and mathematics. Leaders' actions mean that they realise this ambition consistently well. They make sure that teaching equips pupils with the right foundational knowledge they need to learn the rest of the curriculum. The content that pupils learn in the wider curriculum is also rich and broad, reflecting leaders' aim for the curriculum to prepare pupils for their future lives.

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Curriculum and teaching Strong standard

Leaders ensure that all staff receive appropriate guidance and training to make sure that they can deliver this curriculum with precision. Teaching and adaptations to learning support all pupils, including those with special educational needs and/or disabilities and those who are disadvantaged, to learn the curriculum very well.

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Curriculum and teaching Strong standard

Teachers use assessments continuously to understand how well pupils are learning the curriculum. They are then, with this information, able to skilfully adjust their lessons to ensure that pupils have understood, and retained, key knowledge and skills. This means that teaching consistently enables pupils to build upon secure prior knowledge and supports their positive progress over time.

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Early years Strong standard

Leaders prioritise high-quality learning in early years because they are keenly aware of the key role this plays in giving children the strong foundations they need for their future success at school. They ensure that children learn a broad and challenging curriculum and that teaching repeatedly emphasises the underpinning knowledge and skills that children need for their long-term achievement.

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Early years Strong standard

The early years provision is rich in language, with teaching consistently encouraging and supporting children with learning how to express themselves. Teaching also supports children's physical development well, enabling children to learn and practise important skills that they will use in their daily learning and play, both now and in their future lives.

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Early years Strong standard

Leaders carefully check every child's development to make sure that they are progressing well. This includes children with special educational needs and/or disabilities and those who are disadvantaged. Staff are well trained to support children's needs. Their use of assessment means that they understand children's starting points and what any gaps in their learning might be and then act swiftly to fill them. Children are prepared very well for their next steps in learning, including when they move to Year 1.

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Inclusion Strong standard

Leaders make sure that provision is shaped purposefully to the school's context, including work to support the school's highly mobile pupil population. Pupils often join the school at both non-traditional starting points and without previously having had formal education. Leaders therefore prioritise ensuring that, at whatever point pupils start, their needs are quickly identified and assessed. Leaders then act swiftly to put in place suitable strategies to reduce pupils' barriers to learning. Leaders are highly successful in their work to support pupils with special educational needs and/or disabilities and those who are disadvantaged to learn the curriculum very well. Additional funding to support disadvantaged pupils is used effectively to ensure that pupils are able to access experiences and opportunities that might have otherwise been unavailable to them. Leaders also use additional funding to make sure

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Inclusion Strong standard

that teachers are well trained in supporting pupils with barriers to make progress in their learning. Leaders continually evaluate the impact of any additional support on pupils' learning. This means that pupils are quickly helped to catch up with any gaps in their knowledge. Through skilled assessment and tracking, leaders also identify and address any other potential barriers to learning straight away. Pupils who arrive at the earliest stages of speaking English as an additional language benefit from specific, effective support to build communication skills and confidence. Once these gaps are successfully filled, leaders make addressing any further barriers to learning a top priority.

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Leadership and governance Strong standard

Leaders know their school well. They regularly analyse its strengths and areas for development. They then ensure that they act on these in a purposeful and effective manner. For instance, leaders identified that the school's approach to early reading and phonics would benefit from being developed further. Leaders subsequently introduced a new, carefully-thought-through approach, supported by a substantial programme of training and guidance for staff. Leaders checked the impact of this work carefully to make sure it made a positive difference. As a result, pupils' outcomes in the national phonics assessment in Year 1 are now above national figures.

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Leadership and governance Strong standard

All of leaders actions, including those of governors and the trust, are taken to support the best interests of the pupils. Those responsible for governance make sure that they uphold all of their statutory obligations, including, for example, those relating to the Equality Act. The trust provides well-targeted support so that school leaders are able to focus their efforts on supporting pupils to be happy, safe and learn the curriculum well.

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Leadership and governance Strong standard

Parents and carers appreciate how the school has created a community where all are welcome and receive support. This includes, for instance, offering parents classes in English where this is helpful. Staff too are extremely positive about the work of leaders. They feel that they are helped to develop into the best possible teacher that they can be and that leaders are sensitive and supportive with workload and wellbeing.

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Personal development and wellbeing Strong standard

Leaders have thought carefully about how to support the personal development and wellbeing of pupils. For example, leaders identify important cultural knowledge and experiences that pupils may not experience or gain without the support of the school. Leaders make sure that these gaps are filled by a well-planned and ambitious programme of enrichment, which includes a suite of clubs, numerous educational outings and engaging careers experiences. This programme is available to all pupils, with leaders ensuring that having special educational needs and/or disabilities or being from a disadvantaged background do not become barriers to participation.

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Personal development and wellbeing Strong standard

Through various leadership roles at the school, pupils develop the ability to manage themselves and become responsible and active citizens. Members of the school council consult with their peers about day-to-day school life and make sure that everyone's voices are valued and heard. All pupils take part in charity initiatives such as raising money for local and international causes. Through the programme of personal, social and health education, pupils gain an appropriate understanding of relationships. Pupils learn how to keep themselves healthy and safe both online and in the wider world. Through their lessons, and activities such as elections, pupils develop a sound understanding of fundamental British values.

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Personal development and wellbeing Strong standard

Leaders have carefully considered the skills and knowledge that pupils need to have to be able to go out into the world and to make a positive difference. They make sure that the curriculum and teaching enables pupils to develop these knowledge and skills securely over time. For example, through careers education, pupils are supported to develop the aspirations and confidence needed to be able to represent their community with pride, such as when they play in sports competitions. Opportunities in the arts help pupils learn to appreciate and value artistic detail and qualities.

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

Pupils at this school learn the curriculum very well. In each subject, the ideas and concepts that they learn build upon their prior knowledge and prepare them for the next stages of their education. Pupils enjoy learning this curriculum because they feel that it is relevant to their lives and experiences and they know that it is setting them up for success in the future. For example, pupils appreciate that their learning of history and geography begins by looking at their local area and then expands to help them to understand the whole world. Pupils do particularly well in their end of key stage 2 national assessments. This includes pupils with special educational needs and/or disabilities and those who are disadvantaged, with disadvantaged pupils' attainment exceeding that of their non-disadvantaged peers nationally.

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

Pupils are thoroughly involved in all aspects of school life. They represent sports teams and take pride in winning local competitions. Pupils also act as play buddies who support other members of the school community to be safe and happy during breaktimes. Pupils love the various trips and clubs that they can take part in. They have positive and respectful relationships with each other and with staff. Pupils see the school as a supportive family.

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

Pupils display consistently high standards of behaviour. They rate the behaviour of themselves and their peers as being highly positive in class and around the school. They value how this supports the school to be a very positive learning environment. Pupils are kept safe at the school. They have trusted members of staff who they feel confident in sharing any concerns or worries with should they wish to. Pupils understand the importance of attending school each day. They know if they are not in school that they are missing valuable learning.

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Next steps

Leaders should continue their highly effective work to ensure that the school's approaches and practice maximise the learning and development of all pupils.

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Team inspectors:

Matt Dineen, His Majesty's Inspector Adam Hickman, 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 9 June 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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About this inspection

◼ This school is part of Loxford School Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the interim chief executive officer, Amy Loveng, and overseen by a board of trustees, chaired by David Low.

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About this inspection

◼ Inspectors carried out this full inspection under section 5 of the Education Act 2005. ◼ Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMI) or by Ofsted Inspectors (OIs) who have previously served as HMI.

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About this inspection

◼ Inspectors spoke with representatives from the trust, the headteacher and other senior leaders and teachers during the inspection.

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About this inspection

◼ The school currently uses no alternative provision.

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About this inspection

Headteacher: Abu Toki National average: 272

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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. National average: 15%

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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) 66% 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

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) 77% 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

2022/23 (final) 56% 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) 67% 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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average

2022/23 (final) 67% 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

2022/23 (final) 56% 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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national average

2024/25 (3 term) 5.2% 5.2% Close to average

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national average

2023/24 (3 term) 4.9% 5.5% Close to average

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national average

2022/23 (3 term) 6.0% 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

2024/25 (3 term) 15.5% 13.0% Close to average

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national average

2023/24 (3 term) 13.9% 14.6% Close to average

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national average

2022/23 (3 term) 16.9% 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. 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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