Harold Court Primary School

Harold Court Primary School

Address: Church Road, Harold Wood, Romford, Essex, RM3 0SH Unique reference number (URN): 102278

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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

Pupils at this school generally develop secure foundational knowledge in reading, writing and mathematics. Pupils' performance in the Year 1 phonics screening check is consistently high. At the end of key stage 2, pupils' attainment is typically close to national averages, with a trend of above-average outcomes in reading. Disadvantaged pupils' attainment is improving, and this is an area of ongoing work for the school, particularly in writing and mathematics.

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Achievement Expected standard

Pupils, including those who are disadvantaged or those with special educational needs and/or disabilities, are carefully tracked from their starting points to ensure that progress is recognised and built upon. Children enter Harold Court Primary School with a wide range of starting points. The progress seen in current pupils’ work reflects the improving picture of achievement. Across the curriculum, pupils generally demonstrate a secure understanding of what they have been taught. They are well prepared for their next steps, with growing confidence and the knowledge and skills needed for future success.

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Attendance and behaviour Expected standard

Leaders make attendance a clear priority. They monitor absences closely and act quickly when concerns arise. Whole-school attendance is improving more quickly than the national trend. Persistent absence is low. However, attendance for disadvantaged pupils is still lower than their peers'. Leaders are aware of this and have put in place strategies to address this. They work closely with families and outside agencies to support individual needs. Targeted support for individual pupils has greatly improved their attendance this year. Rewards, regular communication and celebration assemblies promote a positive attendance culture.

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Attendance and behaviour Expected standard

Pupils behave calmly and respectfully in lessons and around the school. The school is inclusive and welcoming. Bullying is rare. When it does happen, staff respond quickly and act upon concerns from pupils. Discrimination, harassment and abuse are not tolerated. Pupils have positive attitudes to learning. They support each other and take on leadership and ambassador roles such as 'eco warriors'. Pupils with special educational needs and/or disabilities get the support they need, such as visual aids, sensory strategies and clear routines. This helps all pupils to participate fully and meet the school’s high expectations for behaviour and attitudes to learning. Suspension rates are low for all pupils, including for more vulnerable groups of pupils. This reflects the positive impact of the school’s inclusive approach.

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Curriculum and teaching Expected standard

The curriculum at Harold Court Primary School is ambitious and broad. It is continually evolving in response to feedback from staff and the changing needs of pupils. Strategic leadership ensures a clear vision for curriculum and teaching, with a focus on improving outcomes in reading, writing and mathematics through targeted interventions and adaptive strategies in the classroom. Leaders support staff well in curriculum delivery, such as subject leaders modelling inclusive teaching across the school. Leaders invest in staff training and mentoring of new subject leaders to improve consistency across different subjects.

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Curriculum and teaching Expected standard

The well-organised curriculum typically secures strong foundations for pupils, with adaptations and additional support for pupils with additional barriers. This enables learners to succeed alongside their peers. For example, in Reception, children receive systematic phonics teaching matched to their current knowledge, with opportunities to extend their learning at a suitable point. In mathematics, targeted support, such as small-group tuition, ensures that confident and less confident pupils build a secure understanding from their starting points. The teaching of early reading and phonics is a particular strength.

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Curriculum and teaching Expected standard

Teaching typically uses checks on pupils' understanding to identify gaps. Occasionally, these checks are not as effective as they could be and, at times, opportunities are missed to deepen pupils' understanding. Teachers demonstrate secure subject knowledge and explain concepts clearly. They ensure that the right support is in place to help pupils learn and remember more.

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Early years Expected standard

Leaders have a clear strategic vision for the early years. They ensure that an ambitious curriculum is in place. The recent investment in a new Nursery Year has enhanced the school's ability to help children transition successfully into Reception. Routines are established quickly so that children feel secure from the start.

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Early years Expected standard

The curriculum is responsive to the needs of each child and year group. Communication, language and physical development are prioritised in Nursery, with staff modelling and extending vocabulary effectively. Useful activities such as threading, play dough and story sessions help to develop fine motor skills and early literacy. Leaders have plans to refine staff practice to maximise children's learning. The curriculum is co-designed with children, and their voices are reflected in the design of home corners and activities.

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Early years Expected standard

Teachers identify additional needs early. Children with barriers to speech development or new arrivals in the school year receive tailored support. In Reception, reading, writing and mathematics are taught through systematic approaches to phonics and story-based learning. Staff check children's learning regularly and provide extra support where necessary. Children are encouraged to express ideas, take safe risks and explore both indoors and outdoors.

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Early years Expected standard

Children in the early years make appropriate progress from their starting points, including those with additional barriers. Children feel happy and show respect for each other. Vigilant supervision and positive relationships between staff, children and families underpin children’s wellbeing and their readiness for Year 1 and beyond.

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Inclusion Expected standard

Leaders have established a clear, inclusive ethos at this school. They quickly and accurately identify individual pupils’ needs and barriers to learning. Staff meet parents and carers regularly to review their child's progress with care and plan next steps. They provide useful resources and other materials to support parents with their child's learning and communication at home. Leaders collaborate closely with external professionals, including speech and language services and local authority agencies.

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Inclusion Expected standard

Disadvantaged pupils benefit from the school's inclusive strategy. This additional funding is used effectively to provide additional support, for example small-group and one-to-one help, speech and language support and practical assistance, such as with uniform costs. Pupils with special educational needs and/or disabilities and those who are disadvantaged make appropriate progress from their starting points. The school has also introduced free after- school clubs, encouraging more pupils to take part in wider opportunities. Pupils who are looked after or previously looked after receive appropriate and tailored support.

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Inclusion Expected standard

Leaders have set up a school-based specialist ‘Buttercup’ provision with tailored support for pupils with complex needs. These pupils follow a highly individualised curriculum. Staff ensure that the curriculum is sequenced and matched to each pupil’s needs. Each pupil has precise targets based on their individual education, health and care plans, which are reviewed regularly. When mainstream provision is not suitable for an individual, leaders seek suitable specialist placements.

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Leadership and governance Expected standard

School leaders and governors have a clear vision for Harold Court Primary School. Pupil numbers have increased in recent years, and leaders manage this growth well by providing new facilities and carefully considering staffing. For example, they reorganised 3 year groups to help pupils build positive relationships. This had a positive impact on behaviour. All pupils from Nursery to Year 6 understand and follow the school's shared expectations. The school is inclusive and has forged positive links with its community. Every pupil is known and supported, whatever their starting point.

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Leadership and governance Expected standard

Leaders know what is working well and where further improvement is needed. Early reading and provision for pupils with additional needs have improved significantly in recent years. There is still more to do, such as securing higher outcomes for disadvantaged pupils.

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Leadership and governance Expected standard

Governors understand their roles and responsibilities well. They use their regular school visits to speak to pupils and staff and gain a deeper understanding of the school's work. Governors check safeguarding arrangements appropriately and provide effective challenge about attainment and provision for disadvantaged pupils.

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Leadership and governance Expected standard

Staff describe a supportive and close-knit team. Leaders carefully consider staff workload and wellbeing. Staff receive regular and useful professional learning opportunities and are encouraged to share their knowledge and practice. Staff are happy and love working at this school.

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Leadership and governance Expected standard

Parents and carers value and appreciate the school’s work. One parent, reflecting the views of others, described the school as feeling 'like a family'.

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Personal development and wellbeing Expected standard

Pupils’ personal growth and wellbeing are central at Harold Court Primary School. Leaders know every child and provide inclusive support. The school offers a caring and ambitious environment. The personal development programme is broad and inclusive. Pupils develop socially, morally, spiritually and culturally through different opportunities. They speak confidently about values such as kindness, respect and democracy. Many pupils take on leadership roles, including in the school parliament, joining the sports crew or being a school ambassador.

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Personal development and wellbeing Expected standard

Pupils benefit from a wide range of educational visits and events to enhance their understanding of the wider curriculum. Recent visits include the Imperial War Museum, art exhibitions and different places of worship. Outdoor learning sessions help children develop teamwork and resilience. They enjoy activities such as lighting campfires and solving challenges. Special events, including 'Harold Court Around the World Day', 'Aspiration Day' and finance workshops, broaden pupils’ experiences. Leaders are rightly working to improve how they track pupils' participation in clubs and wider activities. Parents and carers visit the school to share their career journeys, giving pupils a wider view of future opportunities. Clubs, residentials and sports competitions are open to all. Disadvantaged pupils and those with special educational needs and/or disabilities are encouraged and supported to take part. These opportunities help pupils build confidence, make friends and feel a sense of

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Personal development and wellbeing Expected standard

Relationships and health education is planned carefully and reviewed with families. Pupils learn how to keep themselves safe online and offline. They know who to talk to if they are worried. Pastoral support is a key strength, and the school supports families and children where needed, such as through the school food bank. Staff are approachable and attentive to individual needs. This inclusive approach helps pupils to be confident, respectful and well prepared for their next steps.

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

Pupils feel safe at Harold Court Primary School and know who to speak to if they are worried. They describe bullying as very rare and, if it happens, it is dealt with quickly. Pupils are greeted every day by engaged and attentive staff who know their families well. Pupils attend well. Attendance has improved over time and is currently above the national average.

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

Pupils behave calmly from breakfast club through to lessons, lunchtime and the after-school club. Younger pupils help each other with coats and bags without being asked. Children follow clear routines and learn how to behave responsibly at lunchtimes by clearing away their trays and tidying up. Pupils with special educational needs and/or disabilities (SEND), including those in the specialist class provision, are included in the life of the school.

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

Pupils enjoy learning. They are able to discuss what they have learned with enthusiasm. Pupils are typically confident readers and achieve phonics outcomes that are above the national average. In mathematics, pupils who have gaps get targeted interventions to help them catch up. Pupils who speak English as an additional language and those with SEND access the same curriculum as their peers, with adaptations that help them keep up rather than fall behind.

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

Pupils speak enthusiastically about wider opportunities, such as 'Aspiration Day'. They recommend the school warmly. Pupils take on responsibility through school parliament, sports leadership and ambassador roles, and they visit museums and places of worship. They take part in outdoor learning, broadening their experience beyond the classroom. In the early years, children settle quickly, form friendships and develop their learning through play. Pupils are well prepared for their next steps.

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Next steps

Leaders should continue to improve outcomes for disadvantaged pupils, particularly in writing and mathematics, so that the positive impact of current support is reflected in published outcomes over time. Leaders should ensure that teaching consistently encourages pupils to explain their thinking and deepen their learning. Leaders should continue to develop the new Nursery provision and ensure that all staff use assessment and high-quality interactions consistently well.

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About this inspection

The chair of the board of governors in this school is Sarah Philpotts.

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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 the headteacher, senior leaders and staff during the inspection. They also held meetings with members of the governing body and representatives from the local authority.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school is not currently using any alternative provision.

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Lead inspector:

Stephanie Salter, His Majesty's Inspector

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Team inspectors:

Joanna Jones, Ofsted Inspector Sara Morgan, Ofsted Inspector David Worrall, Ofsted Inspector Eleanor Ross, 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 15 September 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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average

2024/25 (final) 63% 62% Close to average

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average

2023/24 (final) 64% 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

2022/23 (final) 73% 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) 73% 72% Close to average

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average

2023/24 (final) 66% 72% Close to average

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average

2022/23 (final) 78% 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) 75% 74% Close to average

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average

2023/24 (final) 80% 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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average

2024/25 (final) 40% 47% 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

2024/25 (final) 70% 63% Close to average

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average

2022/23 (final) 71% 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

2024/25 (final) 50% 59% Close to average

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average

2022/23 (final) 64% 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) 60% 61% Close to average

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average

2023/24 (final) 50% 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

2022/23 (3 term) 5.7% 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

2022/23 (3 term) 14.7% 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.

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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

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