The Skills Hub

The Skills Hub

Address: Falling Lane, Yiewsley, West Drayton, Middlesex, UB7 8AB Unique reference number (URN): 149033

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Monitoring inspection: 14 July 2026

Urgent improvement This school had a full inspection on 9 December 2025 . We graded some areas as 'urgent improvement' and 'needs attention' from the full inspection. We carried out a monitoring inspection on 14 July 2026.

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Monitoring inspection: 14 July 2026

Inspectors only considered the areas marked as updated. Inspectors focused on the following areas: Attendance and behaviour, Leadership and governance. To find out more read our monitoring inspection guidance.

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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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This school requires special measures

His Majesty’s Chief Inspector is of the opinion that this school requires special measures because it is failing to provide an acceptable standard of education, and the persons responsible for leading, managing or governing the school are not demonstrating the capacity to secure the necessary improvement in the school.

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Achievement Needs attention

The school routinely checks pupils' starting points when they join the school. They use this information to identify gaps in pupils' knowledge and skills in reading, writing, and mathematics. At the time of the previous inspection, pupils were provided with a range of support strategies to help them catch up. As a result, pupils were generally progressing well through the curriculum from their starting points. However, in more recent times, pupils' progress and achievement has slowed. This is because the school lacks the resources to intervene effectively, and pupils are not attending school regularly. As a result, many pupils have gaps in their learning which are not closing swiftly enough.

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Achievement Needs attention

When pupils leave the school, most have some of the qualifications they need for their next steps in education, employment or training. This includes qualifications in English and mathematics. Most pupils go on to continue their education and largely they sustain those placements.

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Attendance and behaviour Updated Urgent improvement

From a challenging starting point, leaders have secured improvements to pupils' attendance, behaviour and engagement. Attendance systems are now more robust. This is due to a clearer and rigorous oversight, improved recording processes and timely action when concerns emerge. Leaders are in the process of strengthening their analysis of attendance information to ensure better intervention and support for pupils and families. Although this work remains at an early stage, leaders have established the foundations necessary to support further improvement. As a result, pupils are safer and more engaged in their education.

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Attendance and behaviour Updated Urgent improvement

The most notable impact of leaders' work since the last inspection can be seen in pupils' behaviour, their relationships and engagement with school. The school is calmer, more orderly and better able to meet pupils' needs. Staff know pupils and build positive, trusting relationships. This helps pupils feel safe, valued and supported. Pupils engage more positively with school life. They take greater responsibility for their behaviour. They show increased confidence in learning and social situations.

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Curriculum and teaching Urgent improvement

Since the previous inspection, the school has endured a turbulent time. This includes challenges with recruitment. As a result, the quality of teaching and learning has diminished. Leaders are aware that curriculum and teaching requires urgent improvement. Although they have identified the weaknesses, the necessary actions to address these issues have not yet started.

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Curriculum and teaching Urgent improvement

There are many teachers who are delivering lessons outside of their subject specialism. They do not have the subject specific knowledge to implement the curriculum with impact. Consequently, there is too much focus on activities that do not ensure pupils are developing and deepening their knowledge and skills. Teaching and activities are not adapted well enough. As a result, pupils, including those with special educational needs and/or disabilities, are not learning important knowledge in a logical sequence. Pupils are not well prepared for their next steps in learning across the school's curriculum.

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Curriculum and teaching Urgent improvement

The school checks where pupils have gaps in their reading skills. However, interventions to help pupils close these gaps are not routinely prioritised or delivered. Therefore, pupils with significant weaknesses in their reading are not receiving the support they need to catch up and keep up.

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Inclusion Urgent improvement

There are structures in place to identify pupils’ needs when they begin at the school. These include understanding where pupils may have gaps in their foundational knowledge and skills. Staff also develop an understanding of pupils’ other barriers and relevant information, such as any involvement with social care and/or wellbeing matters. The staff team receives training on how to adapt learning and resources to meet the needs of vulnerable pupils. The school works with parents, carers, and experts such as educational psychologists to identify the support required for different pupils.

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Inclusion Urgent improvement

However, leaders do not monitor the effectiveness and impact of this work closely. As a result, staff do not consistently amend, adjust, or refine provision as needed. This means that strategies intended to reduce pupils’ barriers are often unclear, ineffective, or not applied in practice. Consequently, pupils’ learning and wellbeing needs are not consistently met, and they do not receive purposeful help that is most appropriate for them.

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Inclusion Urgent improvement

Interventions for pupils are infrequent and not systematically applied. As a result, not all pupils receive the additional help they need to reduce personal barriers.

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Leadership and governance Updated Urgent improvement

Leaders, including governors and trustees, understand the school’s challenges and current context well. Since the previous inspection, they have taken deliberate action to stabilise the school following a prolonged period of significant turbulence. While changes in leadership and staffing continue, leaders maintain an accurate view of the areas of the school to improve further. They have identified the key priorities for urgent improvement and have begun to implement actions to address them. Leaders have also drawn on external expertise to evaluate the effectiveness of current policies, practices and provision, helping to inform next steps. Although leaders have established clear priorities, the strategic implementation plan remains at an early stage of development.

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Leadership and governance Updated Urgent improvement

Leaders have made the greatest gains in strengthening safeguarding. They have prioritised this work effectively and improved oversight across the school. As a result, organisational systems are more secure and better coordinated. Leaders recruit staff with the skills, attributes and commitment needed to support vulnerable pupils. They have also taken purposeful action to embed a culture of safeguarding, ensuring that pupils and staff feel confident to raise concerns and trust that these will be acted upon.

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Leadership and governance Updated Urgent improvement

Despite the challenges the school faces, staff recognise the commitment and sustained efforts of leaders and colleagues. They value leaders’ focus on safeguarding, pupil welfare and school improvement. However, greater consistency and stability are needed to build staff confidence further and secure lasting improvement. Staff appreciate the professional learning provided through the school, trust and external partners. Nevertheless, leaders have not yet created sufficient capacity for staff to apply this training consistently across all areas that require improvement.

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Personal development and wellbeing Urgent improvement

Pupils who require pastoral support are identified when they start at the school. 'Skills Coaches' are assigned to individual pupils, and they set and review personal targets based on pupils’ personal barriers. Pupils told inspectors that they value these coaches, saying they can talk to them and trust they will help them if they are worried or concerned. The school works with external providers to support pupils’ mental health and wellbeing. This includes a school counsellor, specific provision around substance misuse, and support from the school’s community police officer. The taught personal development programme lacks rigour. There is an over-reliance on teaching pupils through opportunity rather than systematically. For example, some pupils have received workshops on misogyny and domestic violence, while many others have not. The school is not teaching relationships education in line with statutory guidance. Some

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Personal development and wellbeing Urgent improvement

pupils may work on particular themes of relationships education through their mentoring sessions with their coaches. However, this is not delivered through a prescribed curriculum and, in many instances, occurs as a result of behaviours displayed or pupils’ experiences. This means that teaching and learning does not effectively anticipate what pupils need to know in order to keep themselves safe.

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Personal development and wellbeing Urgent improvement

The school provides some opportunities to broaden pupils’ interests as well as develop their understanding of fundamental British values and modern Britain. For example, pupils learn about different religions and citizenship. They take part in enrichment activities at school, such as cultural cooking, music production, and boxing. All pupils have access to this offer, regardless of circumstance or background.

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Personal development and wellbeing Urgent improvement

The school’s careers programme has been impacted by staffing turbulence. As a result, the programme is currently limited. Pupils have variable experiences and engagement with careers. Some pupils have had careers advice and guidance, and some have also had the opportunity to take part in work experience. Careers education is built into some aspects of the taught curriculum when links are made to careers through units of work. This variability means that pupils are not consistently well supported to make important decisions about their futures.

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Monitoring inspection : 14 July 2026

Since the last inspection, leaders, including those from the trust, have strengthened safeguarding arrangements by introducing more systematic processes. Clearer lines of accountability and tighter oversight have increased the effectiveness of safeguarding practice. Leaders have established more secure systems that are becoming embedded across the school. Leaders have also improved pupils’ understanding of how to keep themselves safe. Pupils are increasingly aware of potential risks in and beyond school and know who to approach if they have concerns.

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Monitoring inspection : 14 July 2026

There have been significant changes to staffing across the school, and at the time of this inspection several vacancies remained unfilled. Leaders recognise the impact this has had on pupils' experiences and outcomes. Leaders are taking a more strategic approach to workforce planning and recruitment. However, the teaching of some lessons is not effective. Too often, pupils do not engage well or meaningfully with learning activities. Pupils with special educational needs and/or disabilities, as well as other disadvantaged pupils, do not routinely receive the support they need to thrive. Pupils do not achieve academically or personally as well as they should.

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Monitoring inspection : 14 July 2026

Pupils are mostly happy to attend school. They appreciate aspects of school life such as the breakfast provided by the school and talking to staff if they have a problem. Pupils feel valued. Pupils recognise that the school has experienced significant staffing changes but they also note improving relationships with staff. These developments are beginning to establish more respectful interactions between pupils and staff. They provide a foundation for helping pupils manage their behaviour more effectively. However, this work remains at an early stage and leaders have not yet embedded these improvements consistently across the school.

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Monitoring inspection : 14 July 2026

Leaders have introduced more rigorous systems to improve attendance. While this work shows positive intent, it remains at an early stage and has not yet secured regular attendance for enough pupils.

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Full inspection : 9 December 2025

Leaders have not ensured that the safeguarding arrangements in the school are robust. Furthermore, pupils have not routinely been taught important information about how to keep themselves safe. As such, pupils have been vulnerable to risk and may not have been safe. Leaders, including those from the trust, are taking action to address this; however, time is needed to resolve all concerns.

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Full inspection : 9 December 2025

There have been multiple changes to staffing at the school and, at the time of this inspection, a number of vacancies still need to be filled. Leaders have not established an effective plan to address this. As a result, the teaching of some lessons is not effective. Too often, pupils do not engage well or meaningfully with learning activities. Pupils with special educational needs and/or disabilities, as well as other disadvantaged groups, do not routinely receive the support they need to thrive. Pupils are not achieving academically or personally as well as they should.

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Full inspection : 9 December 2025

Pupils are mostly happy to attend this school. They like that the school provides breakfast and that there are adults they can talk to if they have any problems. This helps them to feel valued. However, they also recognise that there have been many recent changes to staff. Pupils do not have positive working relationships with all adults. As a result, they do not always speak to staff or to one another respectfully. Pupils do not typically respond positively to adults when being supported to manage their own behaviour.

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Full inspection : 9 December 2025

The school does not ensure that pupils attend regularly enough. Too many pupils are late to lessons or absent from them, and are therefore not keeping up with their education.

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Next steps

Leaders should develop a greater understanding of the barriers preventing pupils from attending regularly. They should use this information to establish a systematic approach to identifying patterns and trends in attendance, particularly for vulnerable groups of pupils. They should target support more effectively, evaluate the impact of interventions with greater precision and ensure that actions lead to sustained improvements in attendance. Leaders should continue to ensure that pupils and staff understand how to meet their high expectations in relation to behaviour and conduct. Leaders must ensure that staff have the knowledge and expertise to consistently implement the school’s policies to manage behaviour. Leaders and those responsible for governance should ensure that leaders at all levels have the capacity to identify, tackle and monitor the weaknesses in the school, so that these are addressed with consistency and pace.

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Next steps

Leaders should design and implement a core curriculum with a clear progression model that precisely identifies the knowledge, skills and key themes pupils need to learn over time. They should ensure that learning is sequenced coherently, enabling pupils to build on prior learning, deepen their understanding and make sustained progress across the curriculum. Leaders should ensure that teachers have the subject-specific knowledge and expertise needed to teach the curriculum as expected. Leaders must ensure that teachers have the knowledge to adapt teaching so all pupils, including those with special educational needs and/or disabilities, can learn the intended content. Leaders should develop and implement a well-planned and coherent personal, social, health and economic curriculum that clearly identifies the key knowledge, skills and content pupils need to learn, ensuring that relationships and sex education is taught in

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About this inspection

The inspectors conducted this monitoring inspection under section 8(2) of the Education Act 2005. It was carried out to evaluate the progress leaders have made in improving the evaluation areas graded as ‘Urgent improvement’ and ‘Needs attention’ at the previous full inspection.

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About this inspection

This was the first monitoring inspection since the school was judged to require special measures following the full inspection that took place in December 2025.

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About this inspection

The purpose of this monitoring inspection was to identify and report on the school’s progress in addressing the priorities for improvement set out in the report card from the full inspection. The inspection focused on safeguarding, attendance, behaviour and leadership and governance. Inspectors may change a grade for one or more evaluation area determined at the full inspection based on evidence gathered during the monitoring inspection.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The interim principal commenced their post in January 2026. From September 2026, they will continue to provide support to the substantive headteacher for one day each week, pending review.

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About this inspection

An interim head of school was recruited in March 2026 and subsequently appointed as the substantive headteacher, taking up the post permanently in September 2026.

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Lead inspector:

Lascelles Haughton, His Majesty's Inspector

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Team inspector:

Deborah Walters, His Majesty's 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 9 December 2025

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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.

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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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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

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 .

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

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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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