Edullect Academy Independent School

Edullect Academy Independent School

Address: Melville Court, Spilsby Road, Romford, Essex, RM3 8SB Unique reference number (URN): 151492

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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. Insufficient evidence: Inspectors were unable to gather sufficient evidence to judge whether safeguarding standards are met.

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Achievement Expected standard

Pupils, including those with special educational needs and/or disabilities (SEND) and those who may have other barriers to learning, develop important knowledge in reading, writing and mathematics that prepares them for the next steps in their learning. For example, from the early years, children develop the knowledge and skills they need to read words with increasing accuracy. Older pupils access reading across the curriculum confidently and accurately. In writing, pupils typically secure the basic skills to write grammatically correct sentences with accurate punctuation. Leaders are taking the appropriate action to ensure that pupils develop a legible handwriting style. As a result, pupils’ letter formation is improving.

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Achievement Expected standard

Pupils recall previous learning confidently, enabling them to make links between their current and prior learning. For example, pupils in Years 5 and 6 recall previous learning about insulators and apply this knowledge, when explaining why wires are used in a circuit. Pupils, including those with SEND and those who face other barriers to learning, generally achieve well from their starting points.

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Attendance and behaviour Expected standard

As soon as pupils join the school, leaders ensure that parents and carers understand the school’s expectations for attendance, so that pupils develop positive attendance habits. If leaders have concerns about pupils’ attendance, they intervene swiftly to identify barriers so that pupils and families receive tailored support. As a result, pupils’ individual attendance shows secure improvement. Although overall persistent absence remains high, the attendance of individual pupils is improving as a result of leaders’ work. Leaders maintain admission and attendance registers in line with statutory requirements.

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Attendance and behaviour Expected standard

Pupils behave well and are incredibly respectful. They learn and play in a harmonious environment, where inappropriate behaviour is rare. Pupils are taught to use kind words and demonstrate the value of forgiveness. Staff teach these expectations clearly. Leaders have established a culture, where discrimination and bullying are not tolerated. If any incidents of discrimination occur, leaders take swift and effective action.

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Attendance and behaviour Expected standard

Pupils want to achieve well and this is reflected in their positive attitudes to learning. Teachers rarely need to remind pupils to concentrate because, from the Nursery Year, pupils are taught to listen carefully and to try their best in an environment, where routines are firmly embedded and understood.

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Curriculum and teaching Expected standard

Leaders have an accurate understanding of the school’s strengths and areas for development in curriculum and teaching. They have in place a curriculum that sets out what pupils learn in each subject over time. Typically, leaders ensure that staff receive training to gain the knowledge they need to deliver the curriculum effectively. Teachers provide opportunities for pupils to connect their current learning to their prior learning. For example, pupils in Years 1 and 2 use their understanding of telling the time to solve time-problems, explaining their thinking. As a result, pupils including those pupils with special educational needs and/or disabilities, and those who may face other barriers, make secure progress through the curriculum.

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Curriculum and teaching Expected standard

Leaders emphasise the importance of reading across the school. Staff teach early reading effectively. They provide regular opportunities for pupils to revisit previously learned sounds. Pupils apply their knowledge of phonics when reading and writing with increasing accuracy. Pupils who need help to keep up receive appropriate support.

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Curriculum and teaching Expected standard

Leaders place high importance on pupils developing and extending their vocabulary. Pupils use subject-specific vocabulary confidently in speech and writing. For example, older pupils use terms, such as ‘gambling, expenditure’ and ‘interest’ when considering the risks linked to money.

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Curriculum and teaching Expected standard

Teachers generally explain new concepts clearly. Some teachers do not consistently intervene quickly enough when pupils make errors or misunderstand new concepts, meaning that some errors persist.

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Inclusion Expected standard

Leaders have established an inclusive culture in which pupils feel welcome and valued. There are appropriate processes in place to ensure staff identify and assess pupils’ needs as soon as they start in the early years. As a result, staff typically adjust teaching approaches so that pupils facing barriers to learning or wellbeing receive timely and effective support. This reduces barriers and ensures that, on the whole, pupils’ needs are met. Consequently, most pupils make secure progress from their starting points.

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Inclusion Expected standard

Leaders work closely with parents and carers to help pupils thrive and enjoy being an equal part of the Edullect community. Pupils benefit from purposeful pastoral support. For example, in the early years, personalised social stories help children understand routines and prepare for new experiences. Through careful adaptation, the school ensures that pupils with special educational needs and/or disabilities, and those who may face other barriers, access a range of enrichment activities and trips.

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Personal development and wellbeing Expected standard

The personal, social and health education programme, which includes relationships and sex education and health education, reflects the school’s ethos and meets the needs of all pupils. Leaders adapt the curriculum in light of local issues, so that pupils gain the knowledge to question the world around them. Pupils have a mature understanding of difference and their role in advocating for others.

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Personal development and wellbeing Expected standard

Pupils learn to be curious about faiths and cultures that may be different from their own. For example, pupils explain the importance of different places of worship, highlighting commonalities, such as prayer and peace. They explain how some faiths have more than one God and why some people may not worship a God but another idol. Pupils develop a secure understanding of individual liberty.

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Needs attention

An important aspect of the school’s work is the development of pupils’ character. Leadership opportunities, such as house captains, enable pupils to contribute positively to their school. The school builds time into the day for pupils to reflect, creating a calm environment. Older pupils confidently explain how expressing their feelings to a trusted adult in school helps them to understand and manage their emotions.

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Needs attention

Pupils learn about safety and issues, such as consent and healthy relationships in an age- appropriate manner. They develop their awareness of online risks and understand that content generated by artificial intelligence may contain misleading information.

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Needs attention

Pupils enjoy a range of educational visits and experiences. For example, children in the early years visit the local library to promote a love for reading and develop an understanding of sharing. Visits to local supermarkets support pupils to understand budgeting and the rule of law. Pupils value the clubs on offer, such as origami, dodgeball and Hifz club. They take part in horse riding lessons to develop confidence and responsibility. These opportunities enable pupils to discover new interests. Leaders ensure that all pupils benefit from the school's enrichment offer.

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Early years Needs attention

Leaders' intention to promote the development of children's communication and language is not implemented consistently well. On occasions, staff do not make the most of their conversations with children or maximise opportunities for children to hear and practise new language.

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Early years Needs attention

Some learning activities in the early years are not linked with precision to what children need to learn. Children do not have sufficient opportunities to practise and apply important knowledge and skills in different areas of learning. This means that, sometimes, staff are unclear how well children are learning. Leaders' plans to improve the early years provision are not fully embedded to ensure that all Reception-age children are equally well prepared for learning in Year 1 and beyond.

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Early years Needs attention

Despite these weaknesses, leaders have designed an early years curriculum that is clearly sequenced. Children's learning in mathematics and early reading is secure. Children begin to learn phonics as soon as they join the early years. This ensures that children quickly develop their understanding of the sounds that letters make. Children take part in suitable activities that develop their early mathematical understanding well.

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Early years Needs attention

Leaders gather relevant information from nurseries and families before children start in the early years. This ensures that staff can adapt provision to meet children’s individual needs. Relationships between staff and children are respectful and nurturing. These relationships help children to behave well and feel happy and safe.

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Leadership and governance Needs attention

In the early years, leaders do not focus training for staff effectively to support meaningful improvements to teaching across all areas of the curriculum. As a result, leaders have not ensured that the independent school standards that relate to the learning and development requirements for children in the early years, are consistently met.

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Leadership and governance Needs attention

The proprietor does not monitor the impact of the school's work with sufficient precision. Leaders are taking action to address this issue and have introduced new systems and processes to ensure greater consistency and clarity in their monitoring of the school. However, these improvements need time to demonstrate impact.

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Leadership and governance Needs attention

The proprietor and leaders have established a staff team that is proud to be part of the early journey of the school. Staff praise leaders for the help they receive to manage their workload and support their wellbeing. Parents and carers are overwhelmingly positive about the school’s work. They greatly appreciate how the school supports pupils to become independent. The proprietor body, leaders are ambitious for pupils. The school community work together to support pupils to achieve well and enjoy their time at school. The proprietor fulfils its legal duties for safeguarding and ensures that pupils' wellbeing is the school's highest priority. The school complies with Schedule 10 of the Equality Act 2010.

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

Pupils relish coming to this relatively new school and feel a palpable sense of belonging to the Edullect family. They enjoy their learning and typically achieve well from their starting points.

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

Positive relationships exist between staff and pupils. Pupils value the care and welcome shown by both their classmates and teachers when they first join the school, helping them to settle quickly. In the early years, staff respond swiftly to children’s needs, ensuring they feel secure. Pupils know that if they have a worry, they can speak to an adult who will listen and help them. Pupils feel happy and are safe.

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

Pupils generally learn a broad, well-sequenced curriculum, enabling them to develop the knowledge and skills needed for the next steps in their learning. Pupils with special educational needs and/or disabilities (SEND), and those who may face other barriers, typically access all the school has to offer. However, in the early years, some adults do not consistently model language effectively or extend children’s vocabulary and sentence structure, meaning some children miss out on opportunities to hear and practise new language. In addition, certain activities are not sharply matched to the knowledge and skills that leaders intend children to practise, know and remember. This means that some children do not achieve as well as they could from their starting points.

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

Behaviour across the school is excellent. From the Nursery Year, children follow established routines. Older pupils demonstrate the values of compassion, generosity and forgiveness. As a result, incidents of inappropriate behaviour are rare. If any incidents do occur, leaders act swiftly and effectively. Pupils benefit from a range of clubs. Leaders ensure that pupils with SEND or those that may face other barriers participate fully in these opportunities. Visits to London monuments and landmarks of historical significance enrich the curriculum and develop pupils’ understanding of difference. Pupils learn about the importance of rules within and beyond the school. These experiences prepare them well for life in modern Britain.

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Next steps

The proprietor must ensure that the school adheres to all the statutory requirements of the Early Years Foundation Stage paragraphs 1.12, 1.16, 1.17, 1.18, 1.19, 2.1 and 2.5. The proprietor body and leaders should ensure that the early years curriculum is consistently taught well and that teachers use assessment effectively to adapt teaching approaches, so that all pupils develop secure knowledge, skills and vocabulary across all subjects. Leaders should ensure that all staff in the early years understand how to promote and extend children's vocabulary and language development consistently and effectively. Leaders should ensure that activities in the early years provision support children to practise and apply their learning as intended. The proprietor body should ensure it provides robust challenge and support across all aspects of the school’s work so that all the independent school standards are consistently

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About this inspection

Inspectors carried out this standard inspection under section 109(1) and (2) of the Education and Skills Act 2008, and checked the school's compliance with the independent school standards. These are the requirements set out in the schedule to the Education (Independent School Standards) Regulations 2014.

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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 senior leaders, staff, the chief executive officer, a member of the proprietor body and groups of pupils during the inspection. They considered a range of evidence, including visits to lessons, scrutiny of pupils' work, discussions with pupils, and reviews of safeguarding and behaviour information. Inspectors also reviewed documentation relating to the curriculum, attendance and the school's systems for monitoring pupils' needs and academic progress.

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About this inspection

Inspectors reviewed the school's single central record of pre-employment checks and checked that the school's safeguarding policy is published and available to parents and carers.

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About this inspection

The inspectors confirmed the following information about the school:

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Independent school standards

Independent school standards are either met or not met for each category. This was the first standard inspection of Edullect Academy Independent School. The school was registered by the DfE in June 2025.

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Independent school standards

The school is registered as having an Islamic religious ethos.

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Independent school standards

The school provides full-time education for pupils aged 3 to 11. The school is registered to admit up to 290 pupils. At the time of the inspection, 48 pupils were on the school's roll.

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Independent school standards

The school does not use any alternative provision.

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Independent school standards

The name of the proprietor body is Edullect Academy Independent School.

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Independent school standards

The chair of the proprietor body is Shah Sher Ali.

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Independent school standards

The school's email address is info@edullectacademy.co.uk

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Independent school standards

The fees currently charged are £4,195 to £7,074 per year.

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Independent school standards

1. Quality of education provided Standards not met

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Independent school standards

The following standards have not been met:

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Independent school standards

The standard in this paragraph is met if–

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Independent school standards

(a) the proprietor ensures that a written policy on the curriculum, supported by appropriate plans and schemes of work, which provides for the matters specified in sub-paragraph (2) is drawn up and implemented effectively; and

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Independent school standards

For the purposes of paragraph (2)(1)(a), the matters are–

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Independent school standards

(f) where the school has pupils below compulsory school age, a programme of activities which is appropriate to their educational needs in relation to personal, social, emotional and physical development and communication and language skills;

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Independent school standards

Paragraph 3 The standard in this paragraph is met if the proprietor ensures that the teaching at the school– (a) enables pupils to acquire new knowledge and make good progress according to their ability so that they increase their understanding and develop their skills in the subjects taught; (c) involves well planned lessons and effective teaching methods, activities and management of class time; (d) shows a good understanding of the aptitudes, needs and prior attainments of the pupils, and ensures that these are taken into account in the planning of lessons; (g) demonstrates that a framework is in place to assess pupils' work regularly and thoroughly and use information from that assessment to plan teaching so that pupils can progress;

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Independent school standards

2. Spiritual, moral, social and cultural development of pupils Standards met

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Independent school standards

3. Welfare, health and safety of pupils Standards met

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Independent school standards

4. Suitability of staff, supply staff, and proprietors Standards met

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Independent school standards

5. Premises of and accommodation at schools Standards met

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Independent school standards

6. Provision of information Standards met

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Lead inspector:

Deborah Walters, His Majesty's Inspector

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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School capacity

7. Manner in which complaints are handled Standards met

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School capacity

8. Quality of leadership in and management of schools Standards not met

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School capacity

The following standards have not been met:

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School capacity

The standard about the quality of leadership and management is met if the proprietor ensures that persons with leadership and management responsibilities at the school–

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School capacity

(a) demonstrate good skills and knowledge appropriate to their role so that the independent school standards are met consistently; (b) fulfil their responsibilities effectively so that the independent school standards are met consistently; and

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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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Insufficient evidence

Inspectors were unable to gather reliable enough evidence to grade an evaluation area. This is rare and normally only happens if there are no pupils on roll at the school.

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Insufficient evidence

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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Insufficient evidence

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Insufficient evidence

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Insufficient evidence

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