Perivale Primary School, located in Greenford, Middlesex, has maintained its outstanding status following an ungraded inspection conducted on February 27 and 28, 2024. The inspection revealed that while the school continues to excel, there are indications that a graded inspection might yield a lower rating if conducted at this time. The next inspection is expected to be a graded one.
Students at Perivale Primary School exhibit commendable behavior, demonstrating politeness and engagement during lessons and playtime. They express enjoyment in their learning experiences and feel secure within the school environment. New students are welcomed warmly, allowing them to integrate smoothly into the school community. The school emphasizes its core values of resilience, respect, curiosity, inclusivity, and ambition, which foster positive relationships among students and staff.
The school has set high expectations for all pupils, including those with special educational needs and disabilities. Leaders aim for students to reach their full potential and contribute positively to their community and the broader world. Pupils appreciate the diverse opportunities available to them, such as roles in well-being initiatives and participation in the Perivale Parliament. They also enjoy various extracurricular activities, including chess, archery, and taekwondo, alongside enriching trips to local museums and places of worship.
Since September 2022, the school has undergone significant changes, including a new senior leadership team and a revised curriculum. Staff morale is high, and educators have embraced these changes. However, the full implementation of the new curriculum is still in its early stages, leading to some gaps in pupils' learning. The school is committed to providing an ambitious curriculum across all subjects, with clear expectations for knowledge and skills from early years through Year 6. While some subjects, like mathematics and computing, are well-implemented, others require further development to ensure all pupils secure the necessary prior knowledge for effective learning.
Reading is prioritized, with a systematic phonics program introduced in early years. Pupils are exposed to a rich variety of literature, fostering a love for reading. However, inconsistencies in the implementation of the phonics program have been noted, particularly affecting weaker readers, including those with SEND. These students require more support to develop confidence and fluency in reading.
The school promotes an inclusive culture, quickly identifying and supporting pupils with SEND. Teachers make necessary adaptations to ensure all students can access the curriculum. Classrooms are calm and orderly, fostering a positive learning environment. The school has successfully improved attendance rates and reduced instances of persistent absence.
Governors have effectively managed the transition during this period of change, bringing diverse skills and commitment to their roles. They provide both challenge and support to school leaders. Staff members appreciate the assistance they receive in managing their workload and well-being. Parents and carers express strong support for the school, recognizing the nurturing environment provided for their children.
The safeguarding arrangements at Perivale Primary School are effective, ensuring the safety and well-being of all pupils. However, the school must address the inconsistencies in reading support for weaker readers and continue refining the curriculum to ensure it is fully embedded across all subjects. The leadership team is encouraged to provide comprehensive training for staff to enhance their expertise in delivering the phonics and early reading curriculum consistently. Overall, Perivale Primary School remains a strong educational institution with a commitment to continuous improvement.
