Suffah Primary School, Hounslow

What it's like to be a pupil at Suffah Primary School

Leaders expect that pupils will have a positive school experience. However, these expectations are not reflected in key aspects of their work. The proprietor does not ensure that all areas of the school present a safe and suitable learning environment. The proprietor does not check that staff are alert to spotting and resolving safeguarding concerns and risks to pupils' safety. The outdoor area does not provide a suitable space for pupils' recreation. The same area used by children in the early years does not offer appropriate learning opportunities. The school does not provide an ambitious curriculum that enables pupils to achieve well across a broad range of subjects. Pupils are enthusiastic about their lessons in a few subjects, such as English, mathematics, physical education and art and design. However, teachers do not routinely help pupils to recap and remember their learning over time and to apply it to more complex ideas. Staff identify when pupils are not progressing, but leaders do not ensure that the strategies to support pupils with special educational needs and/or disabilities or those with barriers to learning are effective. Pupils are polite and considerate and behave well in lessons and around the school. They have respectful and pleasant relationships with each other and staff. Pupils enjoy coming to school. They socialise happily with friends and gain a sense of belonging in the close school community. New pupils, including children starting in the early years, are welcomed and settle quickly. Incidents of poor behaviour, including bullying, are infrequent. Pupils say they feel safe in school and are confident that staff help them if they have any worries. Pupils have few opportunities to broaden their interests and experiences beyond school. However, the school helps them understand fundamental British values and how these relate to the values of their faith. This helps them to be well prepared for life in modern Britain. School council members take on their responsibility admirably, gathering classmates' views to share with leaders. Pupils talk excitedly about occasional trips, for example to a museum and to an outdoor adventure park. Pupils would like the clubs they attended in the past to restart. They are proud when their work is celebrated in the school's newsletter.

What Ofsted says the school should do next

• • The proprietor must strengthen its oversight of safeguarding practice in the school, ensuring staff's vigilance, implementation of suitable reporting and recording systems to ensure that all safeguarding concerns are dealt with swiftly and effectively. • The proprietor must ensure that it has accurate knowledge and understanding of the requirements of the independent school standards (ISS) and the early years foundation stage (EYFS). • The proprietor should take swift action to ensure that all the requirements of the ISS and the EYFS are met, with clear and purposeful lines of communication and accountability across the proprietor body, trustees and school leaders. • The proprietor should ensure that school leaders have sufficient guidance and support in order to build leadership capacity and oversee the effective implementation of the school's policies. • The proprietor should ensure that the school's curriculum is carefully designed and ambitious, reflecting the requirements of the ISS, with subject content sequenced logically so that pupils can build their knowledge securely across all subjects. • The proprietor should provide a professional learning programme to help staff fulfil their roles effectively in order to identify and then meet the needs of pupils with special educational needs and/or disabilities and other pupils who have barriers to learning. • The proprietor should ensure that teachers receive the information and guidance that they need to understand curriculum expectations. It should also provide teachers with the knowledge and skills to use assessment strategies consistently well to identify, and then address, gaps in pupils' learning. • The proprietor should ensure that the school's approach to teaching early reading and phonics is well designed, systematic and effective, supported with appropriate resources. • The proprietor should ensure that leaders complete rigorous and systematic analysis of attendance information and use this to inform effective strategies that improve the attendance of individual pupils and groups, including pupils with special educational needs and/or disabilities. • The proprietor must develop the outdoor area of the school to ensure it is a safe and suitable place for pupils to play and that it provides a positive and purposeful learning environment for children in the early years. • The proprietor should provide opportunities for pupils to gain a wide range of high-quality experiences and opportunities to enrich their learning and broaden their outlook beyond their school work.

Pupils behave well and feel safe in school, with staff building warm relationships and establishing clear routines. The early years indoor classrooms are well-equipped and provide purposeful learning spaces with effective support for language development. Staff are committed to supporting pupils with special educational needs and are developing partnerships with external agencies to help meet individual needs.

Not effective - leaders have not ensured an open and positive culture around safeguarding, staff are not consistently vigilant to signs of risk, and the school's systems for recording and following up concerns lack organisation and detail.

Occasional trips

Train Stations

Bus Stops