Glebe Primary School

Glebe Primary School

Address: Glebe Avenue, Kenton, Harrow, HA3 9LF Unique reference number (URN): 102224

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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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Achievement Expected standard

Generally, pupils achieve well across the curriculum. Work in books shows that pupils typically develop age-appropriate knowledge and skills. In national assessment tests at the end of Year 6, attainment in mathematics and in grammar, punctuation and spelling is above national averages over time, including at the higher standard. Reading and writing are broadly in line with national averages, although fewer pupils reach the higher standard in writing. The proportion of pupils meeting the expected standard in the phonics check has been below average over time. Over the last 2 years, however, the proportion has risen sharply, although this is not reflected in published outcomes.

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Achievement Expected standard

The attainment of disadvantaged pupils in reading and writing has been below that of disadvantaged pupils nationally, and this gap has widened over time. In mathematics, disadvantaged pupils' attainment is closer to that of their peers nationally. Leaders have worked to improve pupils' spoken language and provide reading support, and current pupils' work shows that this work is having a positive impact. However, this has not closed the gap in published outcomes.

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Attendance and behaviour Expected standard

Leaders have made attendance a high priority. Pupils' attendance is broadly in line with the national average, and this has been sustained over time. Disadvantaged pupils attend at least as well as their peers nationally. Leaders analyse attendance information closely and identify individuals or groups of pupils who need extra support. Leaders work with parents and carers to help them understand the importance of regular attendance. Staff know the community well and make contact with families immediately if a pupil is absent from school. Where pupils face barriers to attendance, leaders act swiftly and provide targeted support so that these pupils establish positive habits.

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Attendance and behaviour Expected standard

Leaders have raised expectations of pupils' behaviour and established clear routines. As a result, pupils behave well in lessons and around the school. They show respect for staff and each other. Staff teach pupils how to manage conflict and build positive relationships. Support for pupils' wellbeing helps pupils who struggle to manage their emotions. Incidents of bullying or unkind behaviour are rare. When they do occur, staff take effective action so that pupils feel safe and know that their concerns are taken seriously.

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Curriculum and teaching Expected standard

Leaders have an accurate view of the quality of the curriculum and teaching in the school. They have rightly prioritised mathematics, writing and reading for development, including ensuring that the youngest pupils learn phonics accurately. The curriculum for wider subjects is planned to build on what pupils already know. However, this is not taught as carefully as it is in reading, writing and mathematics. As a result, pupils do not build their knowledge in these subjects as securely. Leaders provide staff with training grounded in evidence-informed approaches to teaching. Teachers have high expectations of what pupils can do, including pupils with special educational needs and/or disabilities. In most lessons, staff set tasks that build on and deepen what pupils already know and can do, and misconceptions are generally identified and addressed well. Pupils who fall behind are given additional teaching and time to

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Curriculum and teaching Expected standard

practise, which helps them keep up. However, some staff check pupils' understanding more precisely than others. Consequently, gaps in pupils' knowledge are not always identified and addressed quickly. This means that teaching sometimes moves on before pupils' knowledge is secure.

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Early years Expected standard

Leaders have designed an ambitious curriculum for the early years, built around the required learning in the early years foundation stage. Spoken language is treated as a particular priority within this curriculum, and leaders are effective in encouraging pupils' spoken interactions. For example, indoor and outdoor environments are designed to give children opportunities to develop their vocabulary. Typically, staff are skilful at deepening children's thinking during conversations. However, there is some variation, and leaders are providing staff with training on how to extend children's talk.

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Early years Expected standard

Staff understand children's starting points and plan next steps to help them access learning. Children with special educational needs and/or disabilities are supported well.

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Early years Expected standard

Staff develop children's love of reading and books. Stories are carefully linked into activities, so children practise counting or explore words linked to the book they are reading. In Reception, phonics is taught systematically. Reading interventions help children who are at risk of falling behind to keep up with their peers. Mathematics is taught with the same care, so children develop early confidence with number and pattern. As a result, children develop the knowledge and independence they need for the next stage and are well prepared for Year 1.

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Inclusion Expected standard

Over recent time, leaders have worked to improve the provision for pupils with special educational needs and/or disabilities (SEND). Leaders have established an inclusive and welcoming school culture. All pupils are valued and fully included in all aspects of school life.

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Inclusion Expected standard

Leaders have developed systems and processes and quickly identify pupils' needs. They put appropriate support in place for pupils with SEND. Leaders and staff regularly review and adjust plans to ensure that they are closely matched to pupils' needs. Adaptations to enable pupils to access their learning are generally appropriate. Leaders understand the needs of disadvantaged pupils and those known to social care. On the whole, they ensure that these pupils are well supported. Leaders' use of additional funding for disadvantaged pupils ensures that they can access high-quality pastoral support. This has been impactful in overcoming barriers to learning and wellbeing. However, on occasion, staff provide disadvantaged pupils and pupils with SEND with work that is sometimes too hard, or sometimes too easy. When this occurs, the quality of pupils' work suffers as a result. Leaders have built strong professional relationships with parents, carers and families. They

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Inclusion Expected standard

work effectively with a range of external agencies and professionals. These partnerships help leaders put the right support in place for vulnerable pupils. Leaders maintain clear oversight of pupils' welfare, attendance and progress.

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Leadership and governance Expected standard

Leaders identify and address priorities for improvement effectively. They have prioritised the actions that will make the most difference to pupils' education. In recent time, the governing body sought an external review of its work and training to improve the quality of its oversight. As a result, the governing body understands its roles and statutory responsibilities well and provides appropriate challenge and support to leaders.

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Leadership and governance Expected standard

Leaders have managed a period of significant change successfully. Staff are confident that leaders take their workload and wellbeing into account. Leaders have established a culture of professional learning. They engage effectively with external partners and networks to inform their work and improve practice across the school. Staff speak positively about the support and development they receive. This contributes to a growing culture of continuous improvement.

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Leadership and governance Expected standard

Consistently, parents and carers speak very positively about the impact leaders have had on improving the school. Parents particularly value the professional relationships that leaders have built and the improvements in communication.

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Leadership and governance Expected standard

Leaders are realistic that more work remains to fulfil their ambitions for the school. They have started to improve the consistency of teaching across the school and the quality of the wider curriculum, although some of this work is at an early stage.

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Personal development and wellbeing Expected standard

A structured programme supports pupils' personal and social development and deepens their wider development. Pupils develop confidence and independence through a range of opportunities that extend beyond the classroom. These include clubs, visits and wider experiences, such as taking on roles of responsibility.

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Personal development and wellbeing Expected standard

Leaders have developed a supportive and caring culture. Staff know pupils well and provide effective pastoral support, including targeted provision for those who need additional help. This helps pupils to feel safe, settled and ready to learn. Pupils typically say that staff notice when they need support and respond quickly. Leaders make sure that disadvantaged pupils and those with special educational needs and/or disabilities can access clubs and trips, so that they can develop their interests and talents in art, music and sport, including performing for an audience.

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Personal development and wellbeing Expected standard

Pupils learn about respect, equality and to treat others kindly and fairly. These values are reflected in how they work and play together. Through assemblies and the taught curriculum, pupils begin to understand how to contribute positively to their community. The curriculum gives pupils opportunities to learn about the world in which they live, including healthy relationships, how to stay safe both online and offline, and life in modern Britain. However, pupils' knowledge of some aspects of the curriculum, such as protected characteristics, is less secure. While pupils can talk about these in general terms, their understanding is more limited.

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

Pupils speak with warmth about their school. Older pupils, in particular, reflect positively on the ways the school has improved over recent time. One pupil, speaking for many, said the school 'is much better now'. Typically, pupils enjoy being a member of what they call 'Glorious Glebe' because it is calm and purposeful in classrooms and the playground.

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

Generally, pupils feel a genuine sense of belonging, supported by warm and caring working relationships between leaders, staff and pupils. From the moment pupils join the school, staff get to know them and their families well. This means that any barriers to learning or wellbeing that pupils face are identified quickly and appropriate support is put in place.

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

Pupils feel safe because they know they have adults they can turn to if they have any concerns. When something is worrying them, pupils can name the 'Five Safe Adults' they will go to for help, whether that is at home or at school. Staff act quickly when bullying or friendship difficulties occur, which happens rarely. Generally, pupils attend school regularly because they feel included, valued and listened to. Pupils take an active part in school life.

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

Leaders have significantly raised expectations of pupils' learning and how staff should support them. The school's broad and balanced curriculum is typically taught well. On the whole, pupils with special educational needs and/or disabilities receive the adjustments they need to be successful in their learning, although this is not consistently the case. Usually, pupils enjoy their lessons and approach learning with positive attitudes. As a result, pupils generally achieve in line with national averages.

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

Overall, pupils are well prepared for the next stage of their education.

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Next steps

Leaders should ensure that, by the end of key stage 2, the positive impact of the curriculum is reflected in improved published outcomes for disadvantaged pupils. Leaders should ensure the curriculum is further refined so that pupils build the knowledge and skills that they need across all subjects. Leaders should ensure that staff make consistently effective adaptations, particularly for pupils with special educational needs and/or disabilities and other barriers to learning.

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About this inspection

The chair of the board of governors in this school is Seema Varsani.

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Team inspectors:

Karen Jaeggi, Ofsted Inspector Jeff Cole, Ofsted Inspector Felicia Lord-Attivor, 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 14 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. Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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What does this mean?

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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What does this mean?

Inspectors spoke with school leaders, including the interim headteacher, staff, parents, carers and pupils. They also spoke with representatives from the governing body.

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What does this mean?

The inspectors confirmed the following information about the school:

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What does this mean?

The school has undergone significant changes since the last inspection. There is an interim headteacher and a new chair of governors.

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What does this mean?

The school currently uses no alternative provision.

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What does this mean?

Interim Headteacher: Sash Hamidi National average: 272

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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. National average: 15%

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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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average

2024/25 (final) 56% 62% Close to average

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average

2023/24 (final) 60% 61% Close to average

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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

2024/25 (final) 70% 75% Close to average

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average

2023/24 (final) 76% 74% 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) 71% 72% Close to average

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average

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

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average

2022/23 (final) 76% 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) 81% 74% Close to average

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average

2023/24 (final) 76% 73% 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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Disadvantaged pupils reaching the expected standard in reading

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

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average

2023/24 (final) 71% 62% Close to average

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average

2022/23 (final) 67% 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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average

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

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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

2024/25 (final) 64% 61% Close to average

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average

2022/23 (final) 67% 59% Close to average

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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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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

2024/25 (3 term) 4.8% 5.2% Close to average

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national average

2023/24 (3 term) 5.5% 5.5% Close to average

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national average

2022/23 (3 term) 5.6% 5.9% 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

2024/25 (3 term) 13.2% 13.0% Close to average

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national average

2023/24 (3 term) 15.1% 14.6% Close to average

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national average

2022/23 (3 term) 15.7% 16.2% 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. 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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