Wohl Ilford Jewish Primary School

Wohl Ilford Jewish Primary School

Address: Forest Road, Ilford, Essex, IG6 3HB Unique reference number (URN): 102847

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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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Attendance and behaviour Strong standard

Attendance is high because leaders, staff and families work effectively together to make sure pupils come to school every day and arrive ready to learn. Staff identify any barriers to attendance quickly and provide timely support where it is needed. Leaders monitor attendance closely and act promptly if concerns arise. This helps pupils, including those who may need additional support, attend regularly and benefit fully from school life.

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Attendance and behaviour Strong standard

Behaviour in lessons and around the school is excellent. Pupils understand what is expected of them and consistently meet these high expectations. They behave with kindness, respect and consideration towards one another and towards adults. Older pupils act as positive role models for younger children and help to create a welcoming, caring community. Lessons are calm and purposeful because pupils settle quickly, concentrate well and show positive attitudes to learning. They work hard, cooperate with one another and take pride in their achievements.

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Attendance and behaviour Strong standard

Staff know pupils well and respond thoughtfully to their individual needs. Pupils say they feel safe and know that adults will listen if they have any concerns. Bullying is rare. When it does occur, staff deal with it quickly and effectively. As a result, pupils feel confident that everyone is treated fairly and that the school is a place where they belong and can flourish.

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Achievement Expected standard

Pupils develop secure knowledge and skills across the curriculum. They talk confidently about what they know and can do. Pupils recall prior learning across a range of subjects and explain their understanding clearly. Leaders' recent work to strengthen writing is helping pupils develop greater accuracy and confidence in their written work. Pupils' attainment in national tests at the end of Year 6 is consistently in line with, or above, the national average. Most pupils, including disadvantaged pupils, make secure progress from their starting points. They develop the knowledge and skills they need to succeed in the next stage of their education.

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Achievement Expected standard

Pupils with special educational needs and/or disabilities generally make suitable progress because their needs are identified early and they receive appropriate support. However, this progress is not equally secure for every pupil. Where classroom adaptations are not matched closely enough to individual needs, some pupils do not develop knowledge and skills as successfully as they could.

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Curriculum and teaching Expected standard

Leaders have designed a curriculum that helps pupils build knowledge and skills securely over time. It gives appropriate priority to reading, writing and mathematics while ensuring that pupils gain a broad understanding across the other subjects they study. Reading is taught systematically from the earliest stages through the school's phonics programme. Leaders have improved the range and quality of books available so that pupils develop confidence, fluency and enjoyment in reading. Staff receive regular professional development, which helps them strengthen their subject knowledge and teaching expertise.

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Curriculum and teaching Expected standard

Teachers explain new learning clearly. They check pupils' understanding during lessons and ensure that the curriculum content builds on what pupils already know. Pupils with special educational needs and/or disabilities are typically well supported to access the same learning as their classmates, where this is possible.

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Curriculum and teaching Expected standard

Leaders have introduced improved approaches to checking what pupils know and remember. These are beginning to help teachers identify pupils' understanding more accurately. However, this practice is not yet consistent. In some lessons, checks on pupils' learning are not used precisely enough to identify gaps in understanding or to shape subsequent teaching. As a result, some pupils do not deepen or secure their learning as effectively as they could.

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Inclusion Expected standard

Leaders are ambitious for all pupils and identify additional needs quickly. They work closely with families and other professionals to make sure pupils with special educational needs and/or disabilities, disadvantaged pupils and those facing other barriers to learning receive the support they need. The school's specialist provision for pupils with more complex needs helps them develop communication, confidence and greater independence.

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Inclusion Expected standard

Staff receive regular training to help them meet pupils' different needs. Leaders work effectively with families and external agencies to review support as pupils' needs change, including for those known to children's social care. Leaders use additional funding appropriately so that disadvantaged pupils can take part fully in learning and the wider life of the school, including clubs and activities.

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Inclusion Expected standard

Staff receive regular training to help them adapt teaching and meet pupils' different needs. Most pupils benefit from well-planned support that helps them take part successfully in learning alongside their classmates. However, this practice is not fully consistent across the school. In a small number of lessons, support does not sufficiently promote independence or respond precisely enough to pupils' individual barriers to learning and starting points.

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Leadership and governance Expected standard

Leaders are deeply committed to the school and its community. They have a clear vision that is rooted in high expectations, strong relationships and the school's Jewish ethos. They create a welcoming environment where pupils are known well, feel valued and are encouraged to achieve their best. Leaders understand the school's strengths and continually look for ways to improve pupils' education and wider experiences. They respond thoughtfully to feedback and take purposeful action to strengthen the school's work.

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Leadership and governance Expected standard

Governors share leaders' ambition for the school and fulfil their responsibilities effectively. They understand the school's context, provide appropriate support and challenge and ensure that decisions are made in the best interests of pupils. They oversee the use of resources carefully and work with leaders to maintain the school's values while supporting the wellbeing and workload of staff.

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Leadership and governance Expected standard

Parents and carers hold the school in very high regard and greatly appreciate the care, education and support it provides for their children. They value the strong communication with staff and describe the school as a welcoming community where their children are happy, safe and well supported. Leaders work closely with families and other professionals to ensure that pupils receive the help they need and that parents play an active part in school life.

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Leadership and governance Expected standard

Leaders are reflective and ambitious. They recognise where further improvement is needed and act promptly to address it. They have already rightly identified the early years as a priority and are strengthening staff expertise so that children receive the best possible start to their education.

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Personal development and wellbeing Expected standard

The school provides a well-planned programme that supports pupils' personal development alongside their academic learning. Pupils develop confidence, resilience and a strong sense of responsibility. The school's ethos encourages kindness, respect and care for others. These values are reflected in the daily life of the school. Pupils learn to work together, support one another and contribute positively to the school community.

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Personal development and wellbeing Expected standard

Pupils benefit from a wide range of experiences that broaden their interests and develop their talents. They take part in clubs, educational visits, performances, sporting activities and residential trips that help them discover new interests and build confidence. Opportunities in areas such as music, computing, chess, cookery and sport are open to all pupils. Leaders work to remove barriers so that everyone can take part. Pupils also make meaningful contributions to school life. Older pupils take on leadership responsibilities, such as serving on the school council, supporting younger pupils with reading and acting as librarians or house captains.

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Personal development and wellbeing Expected standard

The curriculum helps pupils understand how to stay physically and mentally healthy. They learn about healthy relationships, personal safety and the importance of making sensible choices. Pupils know how to keep themselves safe online and understand who to speak to if they have any worries. They talk confidently about what they learn in personal, social and health education and understand the importance of treating everyone with kindness and respect. Staff know pupils well and provide effective pastoral support when it is needed. This helps pupils feel valued, included and confident that adults will help them.

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Personal development and wellbeing Expected standard

Pupils learn about different faiths, cultures and backgrounds. They understand the importance of equality and recognise that people have different beliefs and experiences. They appreciate both the similarities and differences between faith communities and develop the knowledge and values they need to play a positive part in modern British society.

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Early years Needs attention

Leaders have a clear ambition to give children a positive start to school and have identified the right priorities to strengthen the quality of the early years provision further. They are developing staff expertise so that interactions with children are consistently of the highest quality and every opportunity is used to develop and extend children's communication, language and vocabulary. Leaders are also working to ensure that support is matched more precisely to children's individual needs so that all children achieve as well as they can.

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Early years Needs attention

Children enjoy a happy, caring and welcoming environment where they feel safe and settle quickly into daily routines. Positive relationships with adults help them develop confidence, independence and positive attitudes to learning. Staff work closely with families to support children's wellbeing and learning from the outset.

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Early years Needs attention

The curriculum provides children with opportunities to develop knowledge and skills across all areas of learning. It places appropriate emphasis on communication, early reading and mathematics, helping children build the foundations they need for Year 1. Most children make steady progress from their different starting points and develop the confidence to learn, explore and work with others.

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Early years Needs attention

Leaders have already begun strengthening the quality of education across the early years. However, these improvements are at an early stage and therefore too early to see the full impact.

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

Pupils are happy, feel safe and enjoy coming to this welcoming school. They build warm relationships with staff, who know them well and respond quickly if they have any worries. Pupils trust staff to listen and help them. They say that behaviour is good and that any unkind behaviour is dealt with promptly. This helps the school to feel calm, friendly and respectful.

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

Pupils are proud to be part of the school community. The school's Jewish character shapes daily life and encourages pupils to show kindness, respect and responsibility. Pupils from different backgrounds feel included and take part fully in school life. They value one another's beliefs and experiences. Older pupils enjoy supporting their younger peers, and all pupils have opportunities to take on responsibilities, contribute to the school community and develop confidence.

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

Pupils enjoy learning and approach lessons with positive attitudes. They work hard and achieve well across the curriculum. They talk confidently about the books they have read and explain their learning clearly. Outcomes in national tests are consistently in line with or above national averages. Pupils with special educational needs and/or disabilities receive thoughtful support that typically helps them take part in learning successfully alongside their classmates. Children make a positive start in the Nursery and Reception classes and build warm relationships with staff. The early years provision is, however, a current focus for school improvement. Leaders have an accurate understanding of what needs to develop further and have already begun making appropriate changes.

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

Pupils benefit from a wide range of clubs, visits and residential experiences that broaden their interests and help them develop new skills. They learn how to stay healthy and safe, including when using technology. Pupils attend school regularly and enjoy being part of school life. They understand the importance of treating others fairly and with respect.

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Next steps

Leaders should ensure that recent improvements to early years provision, such as the focus on high-quality interactions, are sustained and embedded consistently across the setting. Leaders should ensure that checks on pupils’ learning are used to consistent effect to identify gaps in pupils’ understanding and to inform subsequent teaching. Leaders should further develop adaptive teaching across all year groups so that all pupils, particularly those with barriers to their learning, receive the right level of support.

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About this inspection

The chair of the board of governors in this school is Daniel Hunter.

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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 representatives of the governing body.

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About this inspection

Inspectors considered the responses of parents to Ofsted's survey, Ofsted Parent View, including the free-text comments. They also considered the responses to Ofsted’s online staff questionnaire.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

Wohl Ilford Jewish Primary School is a voluntary aided modern orthodox Jewish school. The school had its most recent section 48 inspection in July 2024.

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About this inspection

The school makes does not make use of alternative provision.

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Team inspectors:

Jeff Cole, Ofsted Inspector Caroline Stone, 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 7 July 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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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) 79% 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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average

2024/25 (final) 78% 72% Close to average

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average

2022/23 (final) 72% 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) 78% 74% 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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national average

2022/23 (final) 33% 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) 50% 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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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) 50% 59% Close to average

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average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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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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gap

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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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

2023/24 (3 term) 6.0% 5.5% 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

2023/24 (3 term) 16.3% 14.6% 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.

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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

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

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