Schools & FE · Report card

Cayley Primary SchoolOfsted report card, 22 Sept 2026

Inspected 22 Sept 2026 · URN 100894

Ofsted inspected Cayley Primary School on 22 Sept 2026, led by Deborah Walters. This is a report card inspection; the lowest area grade was Expected standard. Source: Ofsted (Open Government Licence v3).

Summary

Report card, graded by area · lowest ExpectedSafeguarding met

Deborah Walters (lead), Angela Mathurin, Sean Flood

What we read, and from where

Click a reading to see it highlighted in the report.

Achievement verified
Expected standard
Attendance and behaviour verified
Expected standard
Curriculum and teaching verified
Expected standard
Early years verified
Expected standard
Inclusion verified
Expected standard
Leadership and governance verified
Expected standard
Personal development and wellbeing verified
Expected standard
Framework verified
Report card
Inspection datesingle source
22 Sept 2026
Inspectors verified
Angela Mathurin, Deborah Walters, Sean Flood
Postcode verified
E14 7NG
Name on report verified
Cayley Primary School
Safeguarding verified
Met
URN verified
100894

Page 1 of 15

Deep dive

What this report says

In plain English

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Grade profile

Each judgement on its scale, weakest to strongest.

AchievementExpected
Attendance and behaviourExpected
Curriculum and teachingExpected
Early yearsExpected
InclusionExpected
Leadership and governanceExpected
Personal development and wellbeingExpected

Tone of the report

How positive or critical the inspectors' language is, from the words they chose. No AI involved.

+59Positivemore positive than 10% of report cards whose lowest area grade is Expected standard

StrongExpectedNeeds attentionUrgent improvement

Reads more critically than most report cards whose lowest area grade is Expected standard.

Markers show where typical reports of each grade sit.

Praisehigh expectationseffectivelypositiveeffectivefeel safesafeaccuratelywell-sequenced

Criticismconcernsgapsnot consistentlynot alwaysseriouslynot effectivebelownot consistent

How the report reads, start to finish

Every paragraph in order, sized by length. Tap one to see it on the page.

FindingsSafeguardingAbout the inspectionLeadershipWhat needs to improve positive critical

Findings1550w+62
Leadership206w+44
Safeguarding51w−11
What needs to improve58w+50

Strengths

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Concerns

Quoted from the report. Tap to see it on the page.

However, the teaching of handwriting is not consistently effective. p.3

Next steps

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What the report dwells on

Topics by how often they come up, coloured by how they are described. Open one for an example.

Leadership & governance38
“Leaders have in place a well-sequenced, ambitious curriculum that starts in the early years.” p.2
Teaching & assessment19
“However, the teaching of handwriting is not consistently effective.” p.3
Curriculum11
“Leaders have in place a well-sequenced, ambitious curriculum that starts in the early years.” p.2
Behaviour9
“Staff have high expectations for pupils’ behaviour and ensure that pupils understand and follow instructions well.” p.2
SEND & inclusion8
“Leaders and teaching staff have high expectations for pupils with SEND, pupils who receive additional funding and pupils known to social care.” p.3
Communication & language8
“While typically teaching staff ensure that children hear important language when taking part in teacher and child-led tasks, this is not always the case.” p.3
Attendance5
“Improving attendance is given priority here.” p.2
Progress & outcomes5
“Leaders and governors have high expectations of what pupils can achieve across the school.” p.4

Anatomy of the report

How the report is built, against others of the same type and grade.

Pages: 15
Words of findings: 1,864; about usual (typical 1851)
Reading level: Hard; Flesch 44, typical 44
Average sentence: 15 words
Next steps: 2; typical 2
Hedged sentences: 4%; “some”, “not always”, “most”…

Where the words go

Findings 56%Leadership 7%Safeguarding 2%What needs to improve 2%About the inspection 33%

Full report text

Cayley Primary School

Address: Aston Street, Stepney, London, E14 7NG Unique reference number (URN): 100894

p.1

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.

p.1

How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Achievement Expected standard

Pupils are typically ready for the next steps in their learning journey. Outcomes at the end of Year 6 are significantly above national averages. Pupils generally have secure knowledge across curriculum subjects. For example, pupils in Year 3 accurately demonstrate the different techniques for throwing a ball. Likewise, pupils in Year 2 recall important information about the Great Fire of London.

p.2

Achievement Expected standard

Pupils at the early stages of learning to read develop increasing accuracy and independence because they have been taught the sounds that letters make. This means that pupils apply this knowledge when reading books matched to their phonic ability with developing confidence. Pupils in Year 1 eagerly recall words that contain sounds they have previously learned. This helps them to apply their phonic knowledge when writing unfamiliar words.

p.2

Achievement Expected standard

Though pupils' written work is legible, there is not a consistent approach to the teaching of handwriting across the school. Consequently, some pupils do not develop a fluent handwriting style.

p.2

Attendance and behaviour Expected standard

Improving attendance is given priority here. Leaders have suitable processes in place to identify pupils whose attendance needs to improve. Leaders act quickly, offering parents a careful balance of challenge and support so that pupils attend more regularly. Leaders make well-considered adaptations for individual pupils who may find the start to a new academic year challenging. Although attendance remains below the national average, it is improving. This reflects the positive impact of leaders' work.

p.2

Attendance and behaviour Expected standard

Staff have high expectations for pupils’ behaviour and ensure that pupils understand and follow instructions well. This creates calm, orderly classrooms. Pupils behave well during learning time and generally have positive attitudes towards their studies. Older pupils encourage their peers to offer their thoughts and opinions so that everyone’s voice is heard. This creates a sense of belonging and inclusivity. Leaders put in place effective adaptations to support pupils who need additional support to regulate their emotions. Routines in the youngest classes are well established. Individual pupil timetables and smooth transitions between sessions help pupils feel calm and secure.

p.2

Attendance and behaviour Expected standard

Bullying and harassment are not tolerated. If incidents occur, leaders take quick and effective action so that incidents do not escalate.

p.2

Curriculum and teaching Expected standard

Leaders have in place a well-sequenced, ambitious curriculum that starts in the early years. Leaders check that the curriculum is delivered effectively so that pupils, including pupils in the Acorn and Oak classes who receive additional support, learn the important skills and knowledge at the right time. Teachers typically ensure that across subjects, pupils use subject-specific vocabulary when writing and speaking. For example, pupils in Year 4 use words such as ‘linen’, ‘organs’ and ‘obsidian’ when writing about the process of mummification. Likewise, in the Nursery Year, teaching staff encourage children to use words such as ‘taller’ and ‘shorter’ when talking about the towers they have made.

p.2

Curriculum and teaching Expected standard

Teaching across the curriculum is generally supported by secure subject knowledge. Most concepts are explained clearly, such as how to use imperative verbs and the impact these verbs have on the reader. This helps pupils, including those with special educational needs and/or disabilities to access learning. On occasion, teaching does not check sharply enough what pupils know and remember to ensure misconceptions are addressed.

p.3

Curriculum and teaching Expected standard

Phonics is typically taught effectively. Teaching staff model the sounds that letters make accurately and ensure that pupils have regular opportunities to revisit previously learned sounds. However, the teaching of handwriting is not consistently effective.

p.3

Early years Expected standard

Leaders have in place a well-structured curriculum across all areas of learning so that children learn important skills and knowledge ready for Year 1. Teaching staff typically break learning down into manageable steps so that children build on their previous learning. Children are taught to solve early mathematical problems. They are eager to explain what 'different' and 'similar' mean using sea animals that they organise into sets according to colour.

p.3

Early years Expected standard

While typically teaching staff ensure that children hear important language when taking part in teacher and child-led tasks, this is not always the case. As a result, some children, including children with special educational needs and/or disabilities, miss opportunities to hear and practise vocabulary and extend their sentence structures. In addition, checks on what children know and understand are not sharp enough to ensure that gaps in learning are addressed quickly.

p.3

Early years Expected standard

Children are happy and settle well into the early years. The youngest children confidently introduce themselves to visitors with a smile. Relationships between teaching staff and children create a joyful learning environment. Children cooperate well with each other. They are taught to share, take turns and care for their friends.

p.3

Inclusion Expected standard

Pupils feel a sense of belonging to this school. Leaders generally identify pupils with special educational needs and/or disabilities (SEND) and those known to social care quickly. For example, leaders visit external nurseries and conduct home visits so that they can adjust their approaches to meet children’s needs as soon as they start in the early years. Leaders and teaching staff have high expectations for pupils with SEND, pupils who receive additional funding and pupils known to social care. Teaching staff generally adapt their teaching approaches effectively so that pupils can access learning. For example, pupils with SEND in Acorn class learn about the weather through activities that promote engagement and curiosity. The school works in partnership with external professionals from special schools and speech and language therapists who provide training and guidance. Leaders build purposeful relationships with parents, who work alongside leaders to review the progress

p.3

Inclusion Expected standard

pupils make towards their individual targets.

p.4

Inclusion Expected standard

Leaders use additional funding effectively to address barriers to pupils’ learning or wellbeing. Disadvantaged pupils benefit from effective pastoral support that promotes their wellbeing, while evidence-informed academic support helps them develop foundational skills needed to access all the school has to offer.

p.4

Leadership and governance Expected standard

The school has gone through significant change over the previous two years. The leadership team and governing body have an accurate understanding of the school’s strengths and areas for development. This ensures that leaders quickly identify the right priorities and make the right decisions in pupils’ best interests. Leaders have systems in place to check that processes are working as intended.

p.4

Leadership and governance Expected standard

Governors have the expertise to fulfil their roles. They use this knowledge to check the effectiveness of leaders’ actions through regular visits and by commissioning external audits of the school’s work. For example, governors visit the school to check that safeguarding processes are enacted. Governors meet their statutory safeguarding duties.

p.4

Leadership and governance Expected standard

Leaders and governors have high expectations of what pupils can achieve across the school. Leaders provide professional learning based on evidence-informed approaches to strengthen teaching practice.

p.4

Leadership and governance Expected standard

Leaders ensure that workload is manageable. Typically, staff, including those at the start of their teaching careers, feel valued and proud to work at the school. They know that leaders will take the time to listen to any concerns they may have. Leaders work effectively with parents. For example, they signpost parents to support within and beyond the school so that pupils and families receive the help they need.

p.4

Personal development and wellbeing Expected standard

The values of kindness and respect underpin the school’s programme for personal development. Leaders prioritise oracy across the personal, social, health and economic curriculum so that pupils develop confidence in articulating their views. Older pupils show integrity by encouraging their classmates to share their thoughts and opinions. Pupils feel seen and heard here.

p.4

Personal development and wellbeing Expected standard

Approaches to support pupils with social, emotional and mental health needs are reviewed regularly. This ensures that pupils receive the right support at the right time. Pupils know how to seek help for themselves. They independently access the school's drop-in service and seek support from leaders during social times to talk through any concerns they may have.

p.4

Personal development and wellbeing Expected standard

Leaders ensure that the school’s wider offer benefits all pupils. Leaders check that educational visits enhance the curriculum and deepen pupils’ understanding of the wider world. For example, pupils have opportunities to watch a world-renowned opera company, listen to a symphony orchestra and hike in the South Downs. Some pupils with special educational needs and/or disabilities (SEND) take part in sporting sessions tailored to develop teamworking skills. These experiences equip pupils with SEND with skills that prepare them for life beyond the school.

p.4

Personal development and wellbeing Expected standard

Pupils learn about consent and healthy relationships in an age-appropriate manner. Pupils explain how to keep safe online. Leaders ensure that pupils learn how to keep safe within and beyond the school. For example, visits to the fire station support pupils to understand how to call for help and local visits provide opportunities to reinforce how to keep safe when crossing the road.

p.5

Personal development and wellbeing Expected standard

Pupils learn about different faiths and cultures and the importance of fairness. They practise democracy by voting for their classmates to take on roles of responsibility. Leaders are continuing their work to ensure pupils further develop their knowledge of British values across the curriculum.

p.5