Vittoria Primary School

Vittoria Primary School

Address: Treaty Street, London, N1 0WF Unique reference number (URN): 100426

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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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Personal development and wellbeing Strong standard

Leaders drive a clear and ambitious vision for developing pupils' personal development and wellbeing. They have designed and implemented a comprehensive programme that actively promotes academic and wider development while embedding the school’s values of excellence, resilience, respect and kindness. This programme broadens pupils’ experiences, builds confidence and responsibility, and systematically removes barriers for disadvantaged pupils and for pupils with special educational needs and/or disabilities (SEND).

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Personal development and wellbeing Strong standard

Leaders ensure that the relationships, sex and health education curriculum is age- appropriate, relevant and effective. Pupils develop an excellent understanding of healthy relationships, personal safety and wellbeing, including how to manage online and offline risks. They speak confidently about staying safe and know how to seek support when needed.

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Personal development and wellbeing Strong standard

The school intentionally develops pupils’ understanding of fundamental British values. Pupils apply their knowledge through meaningful experiences, such as democratic voting in school, and articulate the importance of tolerance, respect and individual liberty in creating a positive community. They have a deep understanding of right and wrong and how to live as upright citizens in British society.

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Personal development and wellbeing Strong standard

Leaders prioritise inclusion. They monitor participation carefully and ensure that all pupils, particularly those who are disadvantaged or have SEND, access a wide range of enrichment opportunities, including sports, creative clubs and educational visits. These experiences, including trips to museums and national institutions, enrich the curriculum and broaden aspirations.

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Personal development and wellbeing Strong standard

Pastoral care is a significant strength. Staff know pupils well, identify needs quickly and provide timely, targeted support. Pupils feel safe, trust adults and contribute actively to school life through leadership roles such as councillors, wellbeing ambassadors and peer mentors.

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Achievement Expected standard

Pupils make progress broadly in line with national averages. At the end of key stage 2, attainment in reading, writing and mathematics is close to national averages. Disadvantaged pupils achieve similarly to their peers. Pupils develop the knowledge and skills needed for the next stages of learning.

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Achievement Expected standard

Staff use pupils' assessment information well to identify gaps in learning and provide additional support where needed. Pupils develop effective phonics skills and read with fluency and confidence. Staff teach pupils to write and communicate with increased confidence. Across the curriculum, pupils build knowledge and skills over time, although there is some variation between year groups. Pupils with gaps in language and communication, including many pupils with special educational needs and/or disabilities (SEND), receive tailored support that helps them access learning and build knowledge securely over time.

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Attendance and behaviour Expected standard

Historically, attendance in the school has been an area needing improvement. Leaders work closely with families and external agencies to provide support for pupils who need to improve attendance. This has been effective and attendance has now improved. Leaders monitor attendance closely and identify concerns early so that support can be provided swiftly. Most pupils attend regularly. Pupils with special educational needs and/or disabilities attend well, as do disadvantaged pupils. Leaders recognise there are some pupils who are not yet attending regularly enough and will require further support to secure improvements.

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Attendance and behaviour Expected standard

Behaviour is calm and orderly. Lessons are free from disruption, enabling pupils to focus on their learning. Pupils know and understand the behaviour routines and demonstrate positive attitudes to learning. They form positive relationships with each other, and with staff.

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Attendance and behaviour Expected standard

Pupils engage well in a range of activities during social times. A few pupils who struggle to regulate their behaviour are well supported by adults. Pupils are safe. They report that bullying is rare and are confident that adults deal with concerns quickly. Pupils understand the importance of treating others with respect and are confident that any unkind behaviour is addressed appropriately.

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Curriculum and teaching Expected standard

Leaders have developed a curriculum that is logically sequenced. They have effective oversight of teaching and know its strengths and where further improvement is needed.

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Curriculum and teaching Expected standard

Teaching is generally effective. Teachers use modelling, questioning, retrieval practice and assessment to support pupils' learning. Classroom routines are well established and help pupils remain focused in lessons.

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Curriculum and teaching Expected standard

Leaders have prioritised reading and vocabulary development. Across subjects, pupils are encouraged to explain their thinking and discuss their learning. Many pupils speak with confidence using full sentences and accurately use subject vocabulary.

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Curriculum and teaching Expected standard

Teachers have access to information that helps them adapt learning for pupils with special educational needs and/or disabilities. This is generally effective. Targeted support helps pupils access the same curriculum as their peers, and leaders maintain high expectations for these pupils.

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Curriculum and teaching Expected standard

Pupils who need additional support in securing foundational knowledge in reading, writing and mathematics receive small-group support from well-trained staff. Teachers check pupils’ responses carefully and address misconceptions promptly. This helps pupils catch up and keep up with their peers. Pupils who are new to learning English are supported through approaches such as pre-teaching vocabulary, helping them access the curriculum successfully.

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Early years Expected standard

Children are supported to feel safe, secure and ready to learn from the moment they start at school. Leaders prioritise children's development of communication, language, personal, social and emotional development, and early identification of need. The curriculum is carefully designed and well sequenced to help children build knowledge and develop skills from their individual starting points. Staff build children's knowledge sequentially through themed learning with deliberate links to prior experiences and children's interests. Typically, children make steady progress so they are ready for Year 1. Children who need additional support are quickly identified and provided with effective intensive support.

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Early years Expected standard

Staff pay regular attention to individual children's needs and their development of vocabulary. Through regular training, they develop the skills needed to support children's learning effectively. Staff guide children's learning skilfully. They enable children to grow in confidence by letting them explore and learn independently. Leaders provide training to support all staff to implement a consistent approach to high-quality, adult-child interactions.

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Early years Expected standard

Phonics knowledge is secured early through daily and structured routines. Staff check children's responses carefully and address misconceptions promptly. This helps children develop fluency in early reading.

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Inclusion Expected standard

Leaders have established systems to identify and assess the needs of pupils with special educational needs and/or disabilities. Overall, this is carried out effectively. Leaders use information from pupils' education, health and care plans and regular reviews to provide guidance to staff on how to support these pupils in the classroom. This means that staff are able to adapt the learning and remove many of the barriers that these pupils face.

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Inclusion Expected standard

Additional funding is used effectively to provide disadvantaged pupils with opportunities to enhance their wellbeing and learning. As a result, most disadvantaged pupils participate fully in school life, developing the knowledge and skills needed for their next steps.

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Inclusion Expected standard

Leaders work well with external agencies to provide specialist support when needed. For example, local authority support has enhanced opportunities for previously looked after children. This helps these pupils to make effective progress through the curriculum.

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Inclusion Expected standard

As a result of the school’s work, all pupils have access to the same curriculum and wider opportunities as their peers. Leaders track pupil interventions regularly. They are refining how they measure the impact of this support to ensure that any remaining knowledge gaps in pupils' knowledge and skills are identified as quickly as possible.

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Leadership and governance Expected standard

Leaders have a clear understanding of the school's context, strengths, and areas for development. Leaders have accurately identified speaking and writing as priorities and have taken effective action in the best interests of pupils.

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Leadership and governance Expected standard

Leaders have recently strengthened provision for pupils with special educational needs and/or disabilities and those who have gaps in their knowledge and skills. This is helping pupils build the knowledge needed to access the curriculum. Leaders are continuing to refine how they evaluate interventions against intended outcomes so that they can identify which strategies have the greatest impact and ensure that pupils receive the most effective support.

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Leadership and governance Expected standard

Governors carry out their statutory duties well. This includes having effective oversight of safeguarding. They pay close attention to the progress of pupils who are disadvantaged. Members of the governing body deepen their understanding of school priorities through school visits, which include 'listening walks' which help them to understand pupils’ progress and staff views.

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Leadership and governance Expected standard

Leaders actively manage the workload and wellbeing of staff. Staff say they feel valued and are kept informed and involved in any proposed changes to school routines.

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Leadership and governance Expected standard

Staff have access to training opportunities that enable them to develop their subject expertise. The recent focus on oracy has equipped teachers with the skills to promote more in-depth class discussions.

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Leadership and governance Expected standard

Leaders work well with external agencies, including the local authority, to access specialist support for pupils who have previously been looked-after. The school has adopted measures to strengthen partnerships with parents and carers. Parents value opportunities to attend coffee mornings and other school events.

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

Pupils enjoy coming to school and speak positively about their friends and classmates. In the early years, adults know the children well and support them to settle quickly into school routines. Staff provide effective support for pupils who need additional help, enabling them to learn and participate alongside their peers. As a result, the school fosters a welcoming and nurturing community.

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

Adults and pupils build warm and respectful relationships. Pupils feel safe and valued, and they trust adults to help them when they have worries. Bullying rarely occurs, and pupils understand that adults address any concerns quickly and effectively.

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

Pupils engage positively with their learning. They share their ideas willingly, discuss their work, and explain their thinking with confidence and clarity. Across the curriculum, pupils develop their knowledge and skills securely and achieve well from their starting points. Most pupils attend regularly and recognise the importance of good attendance. Around the school, pupils behave calmly and respectfully. During social times, they play happily together and enjoy activities such as handball and skipping. Adults remain visible and actively support pupils to learn and play positively with one another. Pupils treat each other with kindness and demonstrate positive attitudes to learning.

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

Staff teach pupils how to look after their physical and mental health, including how to stay safe online. Pupils appreciate opportunities to visit art galleries, museums and other places of interest. These experiences broaden their horizons and help them develop confidence and aspirations for the future.

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

As pupils progress through the school, they develop the confidence and independence they need to succeed at the next stages of their education.

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Next steps

Leaders should evaluate the impact of interventions more precisely so that they can identify and embed the approaches that have the greatest effect on pupils' achievement and wellbeing. Leaders should ensure that agreed approaches to supporting pupils with SEND are implemented consistently across all classes. Leaders should continue to strengthen attendance and ensure that the small number of pupils who remain persistently absent receive effective support to attend regularly.

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About this inspection

The chair of the board of governors in this school is Tina Southall

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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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About this inspection

Inspectors spoke with school leaders, staff and pupils during the inspection. They also held discussions with the improvement partner from the local authority. The lead inspector met with members of the board of governors, including the chair.

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About this inspection

The school currently uses no alternative provision.

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About this inspection

The school has undergone a significant change since the last inspection. In September 2023, the school formally amalgamated with a local primary school.

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Team inspectors:

Jonathan Newby, Ofsted Inspector Amanda Ruthven, Ofsted 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 2 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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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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average

2024/25 (final) 68% 62% Close to average

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average

2023/24 (final) 53% 61% Close to average

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average

2022/23 (final) 57% 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 (final) 76% 75% Close to average

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average

2023/24 (final) 69% 74% Close to average

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Pupils reaching the expected standard in teacher-assessed writing

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

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average

2024/25 (final) 76% 72% Close to average

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average

2022/23 (final) 67% 71% Close to average

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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average

2024/25 (final) 79% 74% Close to average

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average

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

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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

2024/25 (final) 52% 47% Close to average

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national average

2023/24 (final) 33% 46% Close to average

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Disadvantaged pupils reaching the expected standard in reading

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

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average

2024/25 (final) 62% 63% Close to average

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average

2023/24 (final) 54% 62% Close to average

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average

2022/23 (final) 65% 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

2024/25 (final) 67% 59% 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 (final) 67% 61% Close to average

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average

2023/24 (final) 58% 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

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