Schools & FE · Report card

Perivale Primary School

Inspected 30 Jun 2026 · published 10 Sept 2026 · URN 101906

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Summary

No overall grade in this frameworkSafeguarding met

Ray Lau (lead), Karen Wyatt, Rob Fenton, Sam Johnson

What we read, and from where

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Achievement verified
Expected standard
Attendance and behaviour verified
Expected standard
Curriculum and teaching verified
Expected standard
Early years verified
Expected standard
Inclusion verified
Expected standard
Leadership and governance verified
Expected standard
Personal development and wellbeing verified
Strong standard
Framework verified
Report card
Inspection datesingle source
30 Jun 2026
Inspectors verified
Karen Wyatt, Ray Lau, Rob Fenton, Sam Johnson
Postcode verified
UB6 7AP
Name on report verified
Perivale Primary School
Safeguarding verified
Met
URN verified
101906

Page 1 of 15

Deep dive

What this report says

In plain English

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Grade profile

Each judgement on its scale, weakest to strongest.

AchievementExpected
Attendance and behaviourExpected
Curriculum and teachingExpected
Early yearsExpected
InclusionExpected
Leadership and governanceExpected
Personal development and wellbeingStrong

Tone of the report

How positive or critical the inspectors' language is, from the words they chose. No AI involved.

+78Very positivemore positive than 60% of reports of this type

In line with other reports of this type.

Praiseeffectivelyconfidenteffectivehighly effectiveexcellentclearfeel safehigh expectations

Criticismconcernsnot consistentlypersistently absentunclearlimitedgaps

How the report reads, start to finish

Every paragraph in order, sized by length. Tap one to see it on the page.

FindingsSafeguardingAbout the inspectionLeadershipWhat needs to improve positive critical

Findings1521w+80
Leadership252w+62
Safeguarding51w−11
What needs to improve28w+39

Strengths

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Concerns

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No strong criticism found.

Next steps

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Leaders should ensure that teachers consistently provide well-matched learning activities with meaningful adaptations so that pupils and children in the early years can learn the intended curriculum well. p.6

What the report dwells on

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Anatomy of the report

How the report is built, against others of the same type and grade.

Pages: 15
Words of findings: 1,850; about usual (typical 1698)
Reading level: Hard; Flesch 40, typical 43
Average sentence: 14 words
Next steps: 1; typical 3
Hedged sentences: 4%; “some”, “not always”, “most”…

Where the words go

Findings 53%Leadership 9%Safeguarding 2%What needs to improve 1%About the inspection 35%

Full report text

Perivale Primary School

Address: Federal Road, Perivale, Greenford, Middlesex, UB6 7AP Unique reference number (URN): 101906

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

The school has cultivated a culture where pupils learn and grow within and beyond the taught curriculum. Personal, social, health and economic education is highly effective. Pupils with additional needs follow a tailored curriculum designed to ensure they are well-prepared for their future. Topics are well organised and integrated over time, which allows pupils to develop a strong, detailed understanding. Pupils confidently grasp concepts of safety, consent and healthy relationships. They value the diversity of family types and possess secure knowledge of different forms of bullying, including online. Pupils demonstrate mature attitudes, for example, when they engage in discussions about the fundamental British values and the significance of living in a multicultural society with different faiths and cultures. Pupils champion equality and difference and recognise the importance of preventing discrimination.

p.2

Personal development and wellbeing Strong standard

Pupils relish the opportunity to take on different roles and responsibilities in the school. For example, older pupils support Year 4 pupils to develop their recall and application of multiplication times tables. There are opportunities for pupils to be library and wellbeing ambassadors. The school's 'house system' promotes healthy competition and participation.

p.2

Personal development and wellbeing Strong standard

Leaders have carefully considered the provision and pupils' access to extra-curricular opportunities. For example, pupils take part in sporting activities and competitions. The trips are deliberately planned to include a wide range of experiences that the capital city offers. Year 6 pupils take part in a residential trip, which is a highlight of their school experience. Leaders ensure all pupils benefit from what is on offer, including disadvantaged pupils and those with special educational needs and/or disabilities.

p.2

Personal development and wellbeing Strong standard

Pastoral support in the school is excellent. Pupils' wellbeing, behaviour and pastoral needs are carefully identified, supported and nurtured. Pupils really appreciate the support and guidance they receive.

p.2

Achievement Expected standard

Most pupils achieve well. They are generally prepared effectively for the next stage of education. Pupils typically attain in line with national expectations in reading, writing and mathematics by the end of Year 6, as shown in national tests and examinations. This is also true for disadvantaged pupils, who make similar gains to their peers nationally, with gains in writing being more rapid. Leaders have rightly prioritised action to increase the number of pupils who achieve the combined measure of reading, writing and mathematics, given historical variations.

p.2

Achievement Expected standard

Pupils' basic skills are improving, with greater fluency in reading and articulation and greater understanding. Across the curriculum, pupils produce work at an appropriate level, demonstrating their knowledge and skills. Pupils can discuss their work with increasing confidence. For example, older pupils talk in detail about their learning of key vocabulary and apply this to the work they produce in geography and history. Pupils with special educational needs and/or disabilities make suitable progress from their starting points.

p.2

Attendance and behaviour Expected standard

Leaders prioritise pupils' attendance. There are robust systems with regular checks in place to ensure that pupils are in school. Leaders communicate and collaborate with families effectively. Pupils are aware of the importance of attending well. 'Attendance ambassadors' support the school’s aims and share the key messages. As a result, pupils' attendance is in line with the national average. Disadvantaged pupils' attendance is much higher. The school’s initiatives have successfully reduced the number of pupils deemed persistently absent.

p.3

Attendance and behaviour Expected standard

Pupils' behaviour is a key strength of the school. Leaders have high expectations, which pupils rise to. They know and follow the rules and routines, which are consistently enforced by staff. Leaders reward pupils for their behaviour and attendance. There are clear sanctions in place, which focus on conversations and reflections about pupils' behaviour. Modifications for pupils who require adjustments are carefully considered and implemented. Within the classroom, pupils are eager and well equipped to learn. They take great pride in their learning and work effectively together in lessons. Pupils do not consider bullying to be an issue. They are confident to report any incidents or worries and know that the school will deal with them.

p.3

Curriculum and teaching Expected standard

Leaders have clear oversight of the curriculum and know its strengths and areas for improvement. Each subject is clearly mapped with content organised logically. Teachers typically use this information to design what they deliver to pupils.

p.3

Curriculum and teaching Expected standard

Teachers have secure subject knowledge. They provide clear explanations, supplemented by appropriate demonstrations. On occasion, the choice of tasks and activities does not fully meet pupils' needs. This leaves pupils unclear and unable to acquire knowledge securely. Sometimes, staff do not fully adapt resources and learning to meet the needs of pupils, including those with special educational needs and/or disabilities. Pupils' learning gains are consequently limited on occasion.

p.3

Curriculum and teaching Expected standard

The school prioritises the development of pupils' speaking skills. This is particularly evident for older pupils in reading lessons, where pupils use ambitious vocabulary and approaches to discuss texts and enhance their understanding. This increases pupils' reading fluency.

p.3

Curriculum and teaching Expected standard

Pupils acquire the knowledge they need in reading, writing and mathematics to prepare them for future success. The school ensures that any gaps in learning or needs are identified. Targeted support, such as for handwriting, spelling and numeracy, helps pupils to keep up appropriately. The teaching of early reading and phonics is effective. Teachers and support staff have been trained. Children in the early years learn to blend and separate sounds appropriately, which increases their confidence when reading.

p.3

Early years Expected standard

Leaders have a clear understanding of what is working well in the early years and where improvements are required. They are focusing on the right priorities and key aspects of the provision, including expanding the outdoor area to make it more stimulating and structured. Children in the Nursery and Reception Year benefit from an organised environment that helps them to build the foundations for knowledge and learning, leading to success.

p.4

Early years Expected standard

Leaders prioritise developing children’s communication and language. This is evident in the high-quality interactions between staff and children. Early reading and phonics teaching are effective. This supports children to recognise the sounds that letters make and builds their vocabulary. There is a deliberate focus on developing children's basic skills in writing, for example, through ensuring children develop an accurate pencil grip to support their handwriting development.

p.4

Early years Expected standard

As children leave the Reception Year, most have acquired the necessary basic skills in reading, writing and mathematics. This ensures they are suitably prepared to move into Year 1.

p.4

Inclusion Expected standard

Leaders ensure that the school is inclusive and endeavour to maximise opportunities to reduce barriers to improve pupils' achievement. The systems for identifying needs are effective. Leaders have detailed knowledge of pupils and their needs, and they use this information to ensure that appropriate assessment, help and support are put in place.

p.4

Inclusion Expected standard

Pupils with special educational needs and/or disabilities (SEND) are generally well supported. The school's dedicated space for pupils with SEND, 'The Orchard’, provides a tailored curriculum that enables pupils to develop their social and emotional skills alongside their formal learning. Leaders ensure that staff are trained in a range of methods to support pupils with SEND. Staff typically use information about pupils to aid their learning. However, at times, some of these strategies are not consistently implemented across the school.

p.4

Inclusion Expected standard

Disadvantaged pupils benefit greatly from additional funding and support. This includes a focus on the development of pupils' speaking and language skills, as well as targeted work in English and mathematics to secure their learning in these areas. Pupils known to social care are very well supported. The school works closely with various external agencies to minimise barriers and support pupils' learning and/or wellbeing.

p.4

Leadership and governance Expected standard

Leaders are determined and have high aspirations to make the school even better. Leaders have a clear understanding of their priorities. They act quickly and decisively to address areas for improvement. Leaders collaborate with staff to ensure the school community benefits, and decisions are taken with pupils’ best interests at heart. For example, the sharper focus on achievement means that additional support is allocated to smaller groups of pupils who require help with writing and mathematics. Leaders have fostered high morale and an effective team ethos. Staff are very supportive of the school. They appreciate the way leaders help manage their workload. When additional actions and time are required to fulfil these roles, leaders ensure suitable resources are deployed. Leaders also ensure staff wellbeing is reviewed. Staff appreciate the range of professional learning opportunities available, both internal and external. Staff develop

p.4

Leadership and governance Expected standard

subject expertise, and some gain national qualifications to strengthen their leadership knowledge.

p.5

Leadership and governance Expected standard

The governing body is clear about its role and the school’s work. It recognises the journey the school has been on. The governing body holds the school to account through an appropriate balance of challenge and support. The governing body ensures that statutory requirements, such as safeguarding, are met and continues to focus on important aspects of the school's work, such as equality, to ensure pupils and staff are treated equitably.

p.5

Leadership and governance Expected standard

The school continues to work with parents and carers to build on what is already in place. Leaders work well with external agencies and organisations to support pupils.

p.5