Hujjat Primary School

Hujjat Primary School

Address: Brookshill, Harrow Weald, Harrow, Middlesex, HA3 6RR Unique reference number (URN): 143925

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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

Overall, pupils gain secure knowledge and skills across a wide range of subjects. Pupils remember previously learned content well and are able to connect it to new ideas confidently. They use accurate subject-specific vocabulary to explain their ideas. If pupils struggle, the additional support they receive helps them catch up and keep up with learning. Typically, this includes pupils with special educational needs and/or disabilities and those with other potential barriers to learning and/or wellbeing.

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Achievement Expected standard

Pupils learn to read, write, spell and use mathematics with fluency and accuracy. They learn to recognise letters and the sounds they make from an early age. As a result, most pupils quickly learn the skills they need to read fluently and accurately. While the school does not yet have published achievement data for pupils at the end of Year 6, other nationally published information shows that pupils' achievement is in line with national expectations.

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Attendance and behaviour Expected standard

The school makes everyone aware of the importance of regular school attendance. This includes pupils, parents and carers. The school finds out about any potential barriers that pupils and their families may face that may impact attendance. If concerns about pupils’ absence arise, the school works constructively with families so that it improves. Appropriately and effectively, the school collaborates with external agencies to support pupils to attend school frequently and on time. As a result of leaders' successful actions, school attendance figures have improved year on year and are in line with national averages.

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Attendance and behaviour Expected standard

As soon as they start, the school teaches pupils the importance of treating everyone with respect. This helps pupils to know what behaviour is expected of them. They respect school staff and each other. Pupils conduct themselves responsibly and maturely. In lessons, they are attentive and focused on their learning. Consequently, lessons are rarely interrupted by inappropriate behaviour. The school does not tolerate any form of discrimination, harassment or bullying. Any incidents are tackled swiftly and effectively. As a result of the school's high and well-communicated expectations, bullying occurs rarely.

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Curriculum and teaching Expected standard

In Years 1 to 6, the curriculum is appropriately ambitious and well sequenced in line with the expectations of the national curriculum. The knowledge and skills that leaders want pupils to know and remember build cumulatively year on year. Purposefully, important subject information is revisited and recapped. This helps pupils to remember essential content and get plenty of practice to secure the foundations of reading, writing and mathematics. For example, pupils use their knowledge of spelling and accurate letter formation to spell important words correctly across the wide range of curriculum subjects.

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Curriculum and teaching Expected standard

Leaders support teaching staff to implement the curriculum consistently. Typically, leaders’ regular checks on teaching ensure that the curriculum is delivered well. The training and

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Needs attention

support leaders provide is appropriately focused and builds teaching expertise and subject knowledge across the school. Mostly, the curriculum and teaching are adapted effectively for pupils with perceived barriers to learning. If pupils struggle, they receive effective, specifically tailored additional teaching. This includes pupils with special educational needs and/or disabilities and those who may face disadvantage in their everyday lives.

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Personal development and wellbeing Expected standard

Pupils are very well prepared for their future and life beyond the school. This is because leaders place a high priority on pupils’ personal development and wellbeing. The school’s comprehensive curriculum for personal, social, health and economic (PSHE) education is coherent and well considered. The approach skilfully aligns national statutory guidance with the school’s values and Islamic ethos. Pupils gain a deep understanding of key ideas to support them in their everyday lives. These include the importance of following rules, valuing diversity and treating everyone equally. Pupils enjoy opportunities to welcome visiting speakers and visit religious places of worship to help them learn about beliefs and cultures that are different from their own. The PSHE curriculum provides pupils with relevant information about healthy, age-appropriate relationships. Pupils develop secure knowledge of how to stay safe when online and how to report any concerns that may arise.

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Personal development and wellbeing Expected standard

The school’s commitment to developing pupils’ character drives the provisions in place to enrich the curriculum. The broad range of extra-curricular activities support pupils to explore their talents and interests. The offer includes opportunities for pupils to engage in a range of sporting and creative activities. Leaders take a proactive approach in supporting pupils to have equal access to these wider opportunities. This includes making appropriate adjustments so that pupils with potential barriers to learning and/or wellbeing can take part.

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Personal development and wellbeing Expected standard

The school uses events and leadership responsibilities to develop pupils’ resilience and self- confidence. For example, as part of their application for one of the democratically elected ambassador roles, pupils are required to prepare and deliver a speech to pupils during assembly. Opportunities to take part in intra-school debate competitions and residential educational visits help pupils develop their independence and sense of teamwork.

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Early years Needs attention

While English and mathematical knowledge is sequenced appropriately, other areas of the curriculum in the early years are not well organised. Where this is the case, the important knowledge and skills the school wants pupils to know and remember are not well sequenced. As a result, some essential knowledge, including vocabulary, is not identified, built upon and delivered effectively. While leaders have identified some priorities for improvement, this work is at an early stage and sometimes not precise enough. Therefore, the appropriate and rapid improvements needed have not happened. This particularly impacts children with special educational needs and/or disabilities (SEND), who do not progress as quickly as they could. The school instils a love of reading through dedicated storytelling time each day. Children learn to count and sort objects in preparation for their mathematics learning in Year 1.

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Early years Needs attention

Therefore, on the whole, children are prepared for future learning.

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Early years Needs attention

Staff build caring and nurturing relationships with children when they join. Typically, this helps children settle into the routines of school quickly. In general, staff provide appropriate care and prioritise children's welfare. The school identifies children with SEND and barriers to learning appropriately. Leaders work in constructive partnership with parents and carers to understand children's needs.

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Inclusion Needs attention

While many pupils with special educational needs and/or disabilities (SEND) receive appropriate support with learning, some pupils with complex SEND do not receive the right help to learn well. For these pupils, the teaching and support they receive does not match closely enough to learning targets in their education, health and care plans. As a result, these pupils do not make as much progress as they could.

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Inclusion Needs attention

Training and advice from a range of external professionals help staff to quickly spot pupils with potential barriers to their learning or wellbeing. Effective adaptations to teaching help to reduce perceived obstacles so that many pupils are able to learn alongside their peers.

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Inclusion Needs attention

The school is well aware of pupils who may face disadvantage in their lives. Leaders and teachers work constructively and considerately with parents and carers to understand pupils’ needs. Leaders use evidence-informed strategies to make effective decisions to support pupils’ learning and/or wellbeing. The school’s careful checks mean that any additional funding it receives is well spent to benefit pupils. For example, sometimes, the school uses pupil premium funding to help pupils have equal access to educational visits.

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Leadership and governance Needs attention

Leaders and trustees do not have sufficiently detailed oversight of all aspects of the school. As a result, leaders do not identify some weaknesses with enough precision or provide staff with the targeted support needed to address them effectively. Consequently, improvements have not been rapid enough for all pupils. Mostly, trustees provide appropriate challenge and support and make effective use of professional, external advice to support and prioritise improvement. While leaders and trustees ensure that pupils are safe and their welfare is prioritised, occasionally, the school does not ensure that its policies and approaches meet the latest statutory guidance in full.

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Leadership and governance Needs attention

However, in many parts of the school, leaders have focused on developing and improving the right areas. As a result, pupils generally benefit from learning an appropriate curriculum delivered through research-informed, knowledgeable teaching. Leaders’ commitment to professional learning means that staff typically benefit from training from external professionals to build secure knowledge and expertise. Successfully, leaders have maintained a positive school culture with a clear focus on pupils' best interests during a period of significant staffing instability and reduced capacity. Staff are proud to work here and value the consideration leaders have for their workload and wellbeing. Parents and carers value the school greatly and appreciate leaders’ positive engagement with them.

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

As soon as they join the school, pupils are made to feel like a valuable part of a supportive, close-knit community. Families and pupils are warmly welcomed by staff who care. Many pupils travel from different parts of London to get to school. Therefore, school leaders work considerately with parents and carers to understand any potential barriers to pupils’ attendance and punctuality and come up with effective ways to mitigate any lateness.

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

The school’s values and Islamic ethos are integral and embedded in the way everyone treats each other. Staff have nurturing, supportive, professional relationships with pupils. Pupils are safe. They feel safe and know that staff will help them with any worries they may have.

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

Pupils behave respectfully and compassionately towards one another. For example, at breaktimes, they make sure that everyone has someone to play with. Bullying rarely happens. If it does, leaders deal with it quickly and effectively.

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

The school has a firm focus on broadening pupils’ horizons and developing an appreciation of the world around them. Pupils learn to appreciate diversity and the range of cultures present in British society. For instance, pupils regularly welcome speakers from religious traditions and visit places of worship that are different from their own.

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

The school has grown year on year and pupils are proud that there are now pupils in every year group. They thoroughly enjoy school and their learning. Typically, pupils learn the knowledge and skills they need to be successful later in their education. However, sometimes, pupils with special educational needs and/or disabilities and those in the early years do not learn as well or as quickly as they could. The appropriate actions leaders take to address weaknesses are not working quickly enough for these pupils.

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Next steps

Leaders and trustees should strengthen their oversight of the school to ensure that swift action is taken to drive improvement across all areas and to ensure that the school complies with all statutory guidance. Leaders must ensure that the early years curriculum identifies and sequences the essential knowledge and vocabulary for children to learn across all areas of learning so that they are fully prepared for Year 1. Leaders must ensure that staff have suitable knowledge and expertise to provide effective support for pupils with education, health and care plans so that these pupils make suitable progress from their starting points.

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Team inspectors:

Samantha Ingram, His Majesty's Inspector Jenny Langstaffe, 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 15 September 2026

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About this inspection

This school is part of Hujjat School Trust, which means other people in the trust also have responsibility for running the school. The trust is overseen by a board of trustees, chaired by Shaheen Hirji.

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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

This inspection took place on 15 and 16 September 2026.

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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 representatives of the board of trustees, the headteacher, deputy headteacher and other school leaders during the inspection.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

This school is registered as having a Muslim religious character.

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About this inspection

The school currently uses no alternative provision.

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About this inspection

The school has undergone a significant change since the last inspection. The headteacher joined the school in September 2024. The deputy headteacher was the acting headteacher at the time of the previous inspection.

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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. National average: 4.1%

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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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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) 5.3% 5.2% 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) 12.9% 13.0% 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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