Alexandra Primary School

Alexandra Primary School

Address: Western Road, London, N22 6UH Unique reference number (URN): 130358

p.1

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.

p.1

How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Personal development and wellbeing Strong standard

Provision to promote personal development is a strength at Alexandra Primary School. Leaders thoughtfully adapt the personal, social and health education (PSHE) curriculum so that it consistently meets the needs of their pupils. They ensure that pupils learn about the changes to their bodies as they grow, and about being healthy. Pupils develop a secure understanding about online risks and know how to keep themselves safe, for example on their way to and from school. Through the PSHE curriculum, pupils also learn about the importance of positive relationships. They understand terms like ‘consent’ and understand, and have a respect for, personal boundaries.

p.2

Personal development and wellbeing Strong standard

Assemblies linked to fundamental British values and visits to places of worship help pupils to develop respect and empathy. They have a notable appreciation of different cultures and beliefs. The school marks numerous cultural celebrations throughout the year, helping to promote a sense of belonging and equality.

p.2

Personal development and wellbeing Strong standard

Leaders provide multiple opportunities for pupils to develop leadership skills. Roles such as school council representatives, eco-warriors, reading ambassadors and playground champions enable pupils to take on meaningful responsibility. Staff ensure that pupils, including those with special educational needs and/or disabilities, receive support with application forms for these roles if needed. As a result, pupils develop increasing confidence and a strong sense of contributing to the school community.

p.2

Personal development and wellbeing Strong standard

The extensive range of clubs and events consistently broadens pupils’ experiences. Opportunities such as regular musical performances, singing at a well-known large arena and participation in sports matches enable pupils to develop and showcase their talents and interests. Leaders rigorously track pupils’ participation in clubs and trips. They carefully consider how to use additional funding to remove barriers to access. This means that pupils, including those who are disadvantaged, benefit from the rich range of opportunities the school provides.

p.2

Personal development and wellbeing Strong standard

Leaders ensure that pupils learn about their feelings and managing emotions. Where a pupil needs support for their wellbeing, leaders provide timely and targeted help. Pastoral support is highly effective. Consequently, pupils know there is always someone to talk to about any concerns they have.

p.2

Achievement Expected standard

Pupils develop important knowledge in reading, writing and mathematics across the school. They talk confidently about their work and can typically recall key knowledge from previous learning. Pupils’ books demonstrate a secure understanding of key ideas across a range of subjects. In more practical subjects, pupils produce outcomes that show that their knowledge and skills are developing well. Published outcomes in national assessments are below the national average. This reflects the high number of pupils who join the school during the year, often without a secure foundational knowledge in reading, writing and mathematics, or with complex needs and barriers to learning. However, leaders have established effective approaches to settling pupils and ensuring that they are helped to catch up. As a result, pupils, including those with special educational needs and/or disabilities, typically make secure progress from their

p.2

Achievement Expected standard

Pupils show a love of reading and are enthusiastic about the extensive range of books they can borrow from the school library. They use their phonics knowledge to decode unfamiliar words and build their comprehension when reading with staff and independently.

p.3

Attendance and behaviour Expected standard

Leaders place a high priority on improving attendance and punctuality. They consistently communicate expectations about positive attendance and build positive and trusting relationships with parents and carers. Pupils with special educational needs and/or disabilities (SEND) receive targeted help where needed and typically attend well. Leaders work closely with external agencies to strengthen attendance further. As a result, persistent absence has reduced this year. Leaders are aware that overall attendance needs to improve more consistently. They continue to use robust analysis of absence data to identify patterns and intervene quickly.

p.3

Attendance and behaviour Expected standard

Pupils behave well across the school. The relationships that they have with staff and with each other are positive and respectful. Clear systems and consistent school-wide approaches help pupils to understand behaviour expectations. Pupils settle quickly into lessons because routines at the start of the day are well established. Bullying is rare, and pupils are confident that staff will deal with any concerns effectively. Pupils play energetically and happily in the playground and are well supported by staff when needed. Pupils in Year 5 and Year 6 act as ‘playground champions’, and younger pupils delight in joining in games with them. Staff model respectful relationships and celebrate positive behaviour with pupils. As a result, pupils, including those with SEND, feel listened to and typically follow the school’s high expectations.

p.3

Curriculum and teaching Expected standard

The curriculum is well sequenced and enables pupils to make sustained progress in their learning. Leaders enrich the curriculum through a wide range of experiences that broaden pupils’ horizons and prepare them well for life beyond school. Leaders analyse the quality of learning thoroughly to identify gaps in pupils’ knowledge. The phonics curriculum is carefully structured, with targeted additional help in place for pupils who need this. Leaders promote consistency in teaching through regular professional learning for staff and checks on how the curriculum is taught. As a result, there have been steady improvements in how consistent teaching promotes pupils’ achievement across the school.

p.3

Curriculum and teaching Expected standard

Where pupils with special educational needs and/or disabilities (SEND) or recent arrivals to the school require additional support, staff provide effective assistance. Teachers use appropriate adaptations, including, for example, visual prompts and word banks, to help pupils to access learning. This ensures that pupils with SEND, or those who are new to speaking English as an additional language, continue to learn alongside their peers and make steady progress from their starting points.

p.3

Curriculum and teaching Expected standard

Teachers demonstrate secure subject knowledge across the curriculum, enabling pupils to develop their knowledge of reading, writing and mathematics effectively. Teaching is typically well structured and supports pupils to revisit previous learning and retain key knowledge over time. However, at times, assessment is not used precisely enough. As a result, some teaching does not focus on enabling pupils to fully secure their understanding, while others are not consistently challenged to deepen their learning.

p.4

Early years Expected standard

Leaders have a secure understanding of the quality of provision in early years. They ensure that the curriculum provides children with firm foundations for future learning. Reading is prioritised, and children enjoy developing the phonics knowledge they need to decode books with confidence. Children also have frequent opportunities to develop early writing skills, such as holding a pencil correctly. By the end of Reception Year, children, including those who are disadvantaged, achieve well overall across the curriculum and are usually ready for Year 1.

p.4

Early years Expected standard

A warm, welcome and attractive environment helps children to settle when they arrive. They follow established routines that develop their independence. For example, on arrival, children self-register and quickly engage in early writing activities. Once they have started, they typically remain focused and become absorbed in what they are learning. The provision, both indoors and outdoors, provides children with opportunities to develop curiosity and learn new things. For example, they enjoy exploring capacity at the water pump and developing balance and coordination when riding bikes.

p.4

Early years Expected standard

Staff receive high-quality training in teaching phonics and in developing children’s vocabulary and language. As a result, they typically model language well, deliberately revisiting words that children have learned earlier.

p.4

Early years Expected standard

Staff build positive relationships with parents and carers from the start. Consequently, children, including those with special educational needs and/or disabilities, feel included and happy.

p.4

Inclusion Expected standard

Leaders have developed an inclusive culture where pupils feel welcomed and valued. Leaders and staff share a commitment to removing barriers so that pupils can achieve. Positive relationships with families help leaders to understand pupils’ needs and respond promptly with support. For example, school-led sessions provide additional care and guidance for parents and carers of children with special educational needs and/or disabilities (SEND).

p.4

Inclusion Expected standard

Staff use clear and consistent processes to identify pupils’ needs. They work closely with external professionals to make sure support is matched to each pupil. Leaders monitor pupils’ progress regularly and adjust provision where needed. In lessons, staff generally make appropriate adaptations so that pupils access learning. Pupils with SEND benefit from a range of strategies, such as the use of wobble stools and opportunities for thinking time. Staff receive regular training, which enables them to be confident about strategies that they use.

p.4

Inclusion Expected standard

The newly opened specially resourced provision provides a calm, well-designed environment for the small number of pupils who attend. Specialist support helps these pupils to access learning successfully. Opportunities to join their peers for activities such as cycling and music lessons build pupils' confidence and resilience.

p.5

Inclusion Expected standard

Leaders ensure that additional funding to support disadvantaged pupils is used effectively. They work with governors to routinely evaluate the difference it makes. As a result, disadvantaged pupils participate in all areas of school life and generally achieve well.

p.5

Leadership and governance Expected standard

Leaders have a clear and ambitious vision for the school. They have an accurate understanding of its strengths and areas for improvement. Leaders prioritise improving pupil outcomes and attendance, while taking purposeful action to secure a high-quality education for all.

p.5

Leadership and governance Expected standard

Leaders have developed a strong culture of professional learning and development. Staff take part in effective training that is closely aligned to the school's priorities. As a result, teaching is generally secure, and pupils with special educational needs and/or disabilities, as well as those who are known to social care, are supported effectively.

p.5

Leadership and governance Expected standard

Staff value the care and consideration they receive from leaders for their wellbeing. They know that leaders take staff feedback into account when introducing new initiatives, including consideration of workload. Governors also keep a close eye on staff's and leaders’ wellbeing.

p.5

Leadership and governance Expected standard

Governors meet their statutory responsibilities and carry them out effectively. They play an active role in overseeing priorities and provide appropriate challenge to leaders. This has resulted in changes to the way pupils’ progress is monitored, which in turn has supported leaders' work to improve outcomes. Leaders and governors take a rigorous approach to safeguarding, ensuring that pupils’ welfare and safety remain at the centre of decisions.

p.5

Leadership and governance Expected standard

Leaders are outward-looking and highly reflective in their approach to ongoing improvement. They actively engage with external organisations and other schools and play an important part in local networks. This collaborative approach extends to their work with parents and carers, where positive relationships help to build and strengthen the school community.

p.5

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

Pupils feel a secure sense of belonging at this inclusive and nurturing school. They are resilient and show respect for one another. Staff build positive relationships with families and know pupils well. Leaders take a supportive and thoughtful approach to welcoming pupils who join throughout the year. As a result, pupils feel included, settled and happy within the school community.

p.5

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

Pupils talk positively about lessons and the wider opportunities they participate in. They are reflective when responding to questions and recall lots of important knowledge when thinking about their learning. Children in the early years enjoy story time and learning how to read. Typically, pupils achieve well across the curriculum and are ready for the next stage of their education.

p.6

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

Across the school, pupils behave well. They value the support that adults provide for them and know staff always listen if they have concerns. Bullying is rare, and pupils are clear that adults deal with it quickly. Pupils are supportive of each other and relish taking on roles of responsibility. Playground champions make sure everyone has fun and joins in with games at breaktime. Inclusion ambassadors wear badges showing the many languages that pupils speak. They take great care to support pupils who are new to make friends and settle in. These experiences help pupils to demonstrate the school values of responsibility, curiosity, courage and kindness.

p.6

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

Attendance remains a key priority for leaders. They work closely with families and external agencies to provide the support pupils need to attend regularly. This is having a positive impact, with attendance improving more consistently for all pupils.

p.6

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

Pupils appreciate the extensive offer of opportunities available to them. They talk enthusiastically about clubs, such as orchestra, basketball and art. Learning about protecting trees in the local area builds their knowledge of social responsibility. Trips to Kew Gardens and the British Museum further enrich personal development and build pupils’ confidence.

p.6

Next steps

Leaders should continue to embed systems and processes to promote consistently improved attendance. Leaders and governors should embed their work on ensuring that pupils benefit consistently from provision and teaching that reflects the school's high expectations so that all pupils can achieve the highest outcomes.

p.6

About this inspection

The chair of the board of governors in this school is Caroline Schloss.

p.6

About this inspection

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

p.6

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.

p.6

Team inspectors:

David Bryant, Ofsted Inspector David Worrall, Ofsted Inspector Patsy Cuncarr, Ofsted Inspector

p.7

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.

p.7

Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 9 June 2026

p.7

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. Inspectors spoke with the headteacher and senior leaders during the inspection. They also met with members of the governing body, as well as a representative from the local authority.

p.7

What does this mean?

Inspectors spoke with several pupils, staff and parents and carers. They also considered the responses to Ofsted's surveys.

p.7

What does this mean?

The inspectors confirmed the following information about the school:

p.7

What does this mean?

The school includes a specially resourced provision that caters for a small number of pupils with social, emotional and mental health needs.

p.7

What does this mean?

The school makes use of one alternative provision.

p.7

What does this mean?

Headteacher: Stephanie Clarke National average: 272

p.7

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.

p.8

What does this mean?

The proportion of pupils eligible for free school meals at any point in the last 6 years.

p.8

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.

p.8

What does this mean?

The proportion of pupils with reported special educational needs support at the school. National average: 15%

p.8

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.

p.9

What does this mean?

Whether school has Resourced provision or SEND unit (if applicable).

p.9

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.

p.9

average

2022/23 (final) 58% 60% Close to average

p.9

Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

p.9

average

2022/23 (final) 67% 73% Close to average

p.10

Pupils reaching the expected standard in teacher-assessed writing

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

p.10

average

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

p.10

average

2023/24 (final) 71% 72% Close to average

p.10

Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

p.10

average

2022/23 (final) 79% 73% Close to average

p.10

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.

p.11

mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

p.11

average

2024/25 (final) 43% 47% Close to average

p.11

Disadvantaged pupils reaching the expected standard in reading

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

p.11

average

2024/25 (final) 61% 63% Close to average

p.11

average

2022/23 (final) 68% 60% Close to average

p.11

Disadvantaged pupils reaching the expected standard in teacher-assessed writing

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

p.11

average

2023/24 (final) 60% 58% Close to average

p.12

average

2022/23 (final) 65% 58% Close to average

p.12

Disadvantaged pupils reaching the expected standard in mathematics

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

p.12

average

2024/25 (final) 57% 61% Close to average

p.12

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.

p.12

mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

p.12

Disadvantaged pupils reaching the expected standard in reading

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

p.13

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.

p.13

Disadvantaged pupils reaching the expected standard in mathematics

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

p.14

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.

p.14

national average

2022/23 (3 term) 6.3% 5.9% Close to average

p.14

Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

p.14

national average

2022/23 (3 term) 19.3% 16.2% Close to average

p.15

Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

p.15

Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

p.15

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.

p.15

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.15

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.

p.15

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 .

p.16

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 .

p.16

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.16

Urgent improvement

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

p.16